Eko G. Samudro, 2015 ONLINE VOCABULARY GAMES: POTENTIAL ENCHAN
CEMENTS OF STUDENTS’ VOCABULARY ACQUISITION
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
conversation during the lesson, solving the game, and competing during the game between players, and also obstacles while learning using online vocabulary
games. The result was elaborated descriptively supported by some evidence to strengthen the result.
Classroom observation was aimed to investigate the natural of behavior of the participants Hadi, 1986 cited in Sugiyono, 2009. The researcher also
participated in learning process while conducting online vocabulary games as the media in teaching vocabulary.
1.6.2 The analysis of the questionnaire
In this research, the researcher used close-ended questionnaire in form of Likert scale. It was given after the last meeting and all students got the same
questionnaire. There were four ranges of Likert scale to find out about the student’s perception which covers four different categories. The responses in the
questionnaire were categorized into four different scores as in the following,
Table 3.3 Categories of the responses
Categories Strongly
agree Agree
Disagree Strongly
disagree
Scores 4
3 2
1
The research also used the percentile formula to analyze the questionnaire data. Then, the data were interpreted based on the frequency of students’ answer.
Based on Hatch and Farhady 1982, p. 46, the percentile formula is formulated as follows:
� = X
� �
Eko G. Samudro, 2015 ONLINE VOCABULARY GAMES: POTENTIAL ENCHAN
CEMENTS OF STUDENTS’ VOCABULARY ACQUISITION
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
P = Percentile F = Frequency of students’ answer
N = Respondent
1.6.3 The analysis of the interview
The data from interview session were transcribed to help researcher in processing the data. Then, the second step was categorizing the data based on the
research questions provided. The data from the interview session will be attached in research paper and the identity information was in a confidential. The result
was elaborated descriptively based on the result from interview sessions with the three participants.
In line with this, here are several steps used in analyzing the data from interview; transcribing, andor reviewing data, and analyzing all interview data
Boyce and Neale, 2006. As proposed by Boyce and Neale 2006, the first step was transcription. By conducting transcription, the data was easy to be interpreted
as good result.
1.7 Concluding remark
This chapter has elaborated the formulation of problems, research design, site and participants, research procedure, data collection techniques which
consisted of classroom observation, questionnaire, and interview. This chapter also explained the data analysis which consisted of the analysis the classroom
observation, questionnaire and interview. The next chapter discussed the findings and discussion of the research.
72
Eko G. Samudro, 2015 ONLINE VOCABULARY GAMES: POTENTIAL ENCHAN
CEMENTS OF STUDENTS’ VOCABULARY ACQUISITION
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER V CONCLUSION, SUGGESTIONS AND LIMITATIONS OF THE
STUDY
In this chapter, several findings of the research are explained together in conclusion. The suggestions of the research are also presented briefly which is
intended to the teachers, further researchers, and readers. Moreover, limitations of the study present the further information about the research.
1.1 Conclusion
The research was focused on the online vocabulary games as the potential enhancement on students’ vocabulary acquisition. The research was intended to
investigate how online vocabulary games may help students to learn and retain vocabulary. Furthermore, the
research was also aimed at finding out the students’ perceptions toward the online vocabulary games.
The result of the research supported the effectiveness of online vocabulary games
to develop the students’ vocabulary acquisition. The online vocabulary games were applied during the vocabulary lesson in 4A classroom in which the
students achieved better understanding towards the vocabulary mastery at the end of the session. The result provided that more than 50 responses were positive
regarding the students’ perceptions towards online vocabulary games and the way it helped students to learn and retain vocabulary. The online vocabulary games
can be used as an instructional strategy in which the students can improve their vocabulary mastery in English during the classroom session. This teaching media
had stimulated the students to be more interested in learning English, especially the vocabularies. Most of the students expressed that they had fun during the
learning session using online vocabulary games. They did not get bored since the games provided some interesting elements to be enjoyed, for example pictorial
illustration, animation and music.
