Previous Study THEORETICAL FRAMEWORK

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 effec t on students’ reading comprehension of narrative text at the Eighth Grade Students of SMPN 96 Jakarta. ” 24

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Research

This research was conducted at SMP N 96 Jakarta Selatan on Jl. Margasatwa RT 001RW 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 Limited, 2012, p. 10. 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 RD. 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 Approaches, US America: Pearson Education Limited, 2014. 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