Field Notes of Classroom Observations

Table 4.3 Facilities and Teaching Aids Stationary, Workbook, Notebook 3rd Set of Notes Wednesday, January 16, 2013

10:00 a.m. to 11:25 a.m. SLB B Wiyata Dharma I Tempel Yogyakarta

Text Indicator After explaining, the teacher gave a worksheet where Indonesian names of colors were written in the table. She then asked the students to color the table with the appropriate colors. Unfortunately, there was only a set of crayons prepared, so the students needed to use it in turn. --- At 10:15 a.m., the students already finished coloring and chatted with their friends. The teacher then asked the students to write on the blackboard the names on the colors written on the worksheet. Beside the Indonesian names, the students also wrote the English names of the colors. Student D came forward to check the colors he had written with the names on the blackboard. Student C was rather left behind because previously she was upset to her friends, so she did not know what to do. The teacher then explained. Suddenly, another teacher came to class to give a workbook to the English teacher. At the same time, student D came forward, drew, and wrote on the blackboard. Seeing that all students had finished their coloring, the teacher then asked the students to find the names of things inside the class and their colors. Worksheet Stationary Stationary Workbook Four classroom observations revealed some facilities and teaching aids needed in the lesson. In each classroom, there are always blackboard and chalks. Teachers also prepare some equipment, like color pencils and worksheet. Rarely, I saw, during the observations, the teacher used any textbook in teaching. Mostly, they explained and wrote some theories the learners needed to know to be copied in their notebook. According to the teacher, by doing so, the parents do not have to spend a lot of money for new textbooks. Furthermore, in book shops, textbooks for learners with special needs are rarely sold. Besides the three components, I also considered the school environment to find out how the learners usually learned in school. By knowing this, I thought I could create a supportive atmosphere between me and my participants later. I could provide a different way of English learning to the participants. Therefore, I observed the school environment close to the learners, namely classroom setting and social environment around the classroom as shown below. Table 4.4 School Environment Setting of Classroom, Social Environment Around the Classroom 1st Set of Notes Monday, January 7, 2013 07:30 a.m. to 09:30 a.m. SLB B Wiyata Dharma I Tempel Yogyakarta Text Indicator … The teacher and I walked to the fifth grade classroom. On our way there, there were some students stopping me and asking me some questions because they were curious about me. So, I stopped for a while and answered their questions. Not long after, I entered the fifth grade classroom. It was the last classroom in the block, near the third, fourth, and sixth grade classrooms. Meanwhile, the fifth grade classroom was in front of the third grade classroom. The room was 3x3 m and painted in white. It was equipped by a blackboard, a box of chalks, an eraser, two duster, a small teacher desk, a teacher chair, three student desks, six student chairs, a cupboard, and a trash can. The box of chalk and the eraser were on the cupboard. The cupboard was on one corner of the classroom. The teacher desk, chair, and trash can were right next to it. The student desks and chairs were facing the blackboard. Despite its small size, the classroom had adequate light. So, the students could see clearly. Social Environment Around the Classroom Setting of Classroom Table 4.4 shows that the learners’ classroom is quite small that sometimes the learners cannot move freely. The location which is on the corner makes the learners pass some classes before they come to classroom. It is sometimes not beneficial if they pass some classes which are already dismissed because not all classes finish at the same time. From the classroom observations and the criteria of the categorized participants, I decided to choose learner A and B as my participant A and B. Next, I met the class teacher to convey my intention. Later, he suggested me to do some steps beforehand. In addition, my decision on the chosen participants was also supported by the information the teacher gave to me previously about the learners of the fifth grade.

4.1.2 Field Notes When Playing Game

When observing the participants during their playing game, I referred to the research construct of the study. From the construct, I noticed some categories the participants shared by indicating them. The next table is the sample of a field note which indicators I marked from the field notes in order to make the interview questions. Table 4.5 Indicators In A Field Note When Playing Game 2nd Set of Notes Tuesday, March 5, 2013

02:00 p.m. to 03:00 p.m. The Praying Room of SLB B Wiyata Dharma I Tempel Yogyakarta

The researcher and Participant B Text Indicator Participant B clicked on her characters’ house and played with the adult’s character. At first, she was confused how to play the two characters. I explained to her how to change the character she wanted to play with. I also told her that she could choose what activities she wanted the characters to do. --- At 02:35 p.m., she continued the game by directing the characters to shower. She said it was morning, so before doing anything, she thought the characters should shower first. Then, she found a notification reminding her that in the next Knows when facing difficult situations Relate what they know with their playing one hour the child character was about to go to school. She paused the game to read the notification and tried to understand it. It took her a long time to understand the notification. After reading, she asked me if it was a notification about going to school because there was a word ‘school’ there. When I said ‘yes’, she smiled and continued playing. --- At 02:45 p.m., participant B saw she had only small amount of money. Therefore, she asked me how to get a job. I directed her to pick up the phone on the wall. She then looked for it and made a call. Suddenly, another notification came up. Participant B read it carefully. I asked her if she understood it. She told me that she only understood ‘work’ and the amount of money. She then concluded if it was about the job for the character. When I said ‘yes’, participant B called participant A to see her playing. She informed participant A of the achievement of her characters in the game. Confidently, participant B told participant A that they could buy new furniture to replace the old ones. Tell the strategy in learning Know what makes learning English fun when using computer game The four indicators led me to some personal information of the participants for my narration, such as their experiences, type of learner she was, learning difficulty, and strategy she might use in facing difficulty. The indicators later helped me in listing the interview questions. During the playing the participants also made some notes on their notebook. They were situated, just like in classroom, to write some words and sentences they did not understand yet and later translate them into Bahasa Indonesia. The learners were assisted to get used to learn English independently. The notebook was also a means to find out participants’ progress during the playing.

4.1.3 Interview

In-depth interview was conducted twice. First interview was after the first playing to find out the meaning the participants had learned during playing. The next interview was aimed to find out the participants’ feeling and opinion about the meaning of the game for them. Both of them were semi-structured. What differentiated the participants from other participants was the way they answered my questions – short and ungrammatical. The questions of the interview were presented in the interview blueprint as written in table 3.3. The results of the interviews were then coded. Below is the sample of the first interview and the coding. Table 4.6. Sample of the First Interview Interview Transcript I Participant A Location : The Praying Room of SLB B Wiyata Dharma I Tempel Date : Thursday, March 7, 2013 Time : 02:10 p.m. to 02:35 p.m.. COMMENT TEXT CODING Participant A sat in front of me. Participant B accompanied her, but she was playing the game while waiting for her turn. Some students in the dormitory passed by because they were curious. However, it did not affect R What did you play in my laptop? P The Sims R How many people were in your house? P 2, a bold man and a woman R Which one do you like? P The bold man. R Why? P Because he is bald laughing, like to get angry and cry. CHL R Like to get angry and cry? P She showed what she actually meant R Ooo… maybe hungry or sleepy P Yes, I fed him, then watching TV. R Then, did he get angry again? P No R Do you get angry if hungry? P No, but crying. D likes to get angry if hungry. SCF R Then? P Sleeping, already night. SCF participant A to focus on me. R What time did he wake up? P Morning, want to work. SCF R The man? P Yes, the woman too. SCF R Why working? P Getting money. MTV R What for? P Buying a new TV and sofa laughing. MTV R Do you like to buy some stuff? P Yes, but I don’t have money laughing. Limited pocket money. SCF R Then where did you put the old TV and sofa? P I don’t know, just throw them. I use the good ones, so pretty. CRT R laughing You’re right. Is your house in the game wide? Do you have friends? P Yes, but far. R Are you not sad when not having friends? P No, already get used to it. SCF R Get used to it? P Yes, in Ketep my friends don’t like me, SCF R Why do you say so? P I can’t play with them. SCF R Why? P I can’t hear and speak. The table above proves that the chosen computerized educational game was similar to what the participants experienced in their life. As Creswell 2003 mentioned, the outcome of a phenomenological study is usually a descriptive account to gain better understanding of the essence of the experience, i.e. resulting in a single unifying meaningful experience. In the second interview, the participants were more aware of what they had learned through the game. Therefore, they could express their own opinion. Table 4.7 Sample of the Second Interview Interview Transcript III Participant A Location : Kiko Japanese Restaurant – Magelang Street Date : Thursday, April 4, 2013 Time : 03:45 p.m. to 05:00 p.m. COMMENT TEXT CODING To have another atmosphere in interviewing, we went to Kiko Japanese Restaurant – Magelang Street. While waiting, I interviewed participant A. Participant B was sitting across out seat and playing with her mobile phone. Sometimes she noticed us talking and commented on the questions. R Good. What kind of game do you want? P My brother likes racing games. R Do you have a brother? P Yes, one. R Do you also like racing games? P Yes. Nice cars and fast. R Besides, what else do you like? P Hmmm… like your game, but the easy one, the one I know the English. Do you have it? CRT R Just create it. P I can’t. R Study with your teachers. Make the very good game. P Yes, I want to make it later to make Mathematics easier laughing MTV R Why Mathematics? P It’s difficult. I want to make it like the English game, fun. CHL MTV Based on the sample of the second interview, participant A undoubtedly told her idea of what game she wished to play. Her response of two subjects showed her idea about them. From the interview, it can be concluded that the participants actually expect some innovations in their learning activities.