Institutional Repository | Satya Wacana Christian University: Word Frequency of The Vocabulary in Computer Games

  

WORD FREQUENCY OF THE VOCABULARY IN

COMPUTER GAMES THESIS Submitted in Partial Fulfillment Of the Requirements for the Degree of

  Sarjana Pendidikan Irene Rosa Nindyaputri 112013010

ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

  This thesis contains no such material as has been submitted for examination in any diploma

course or accepted for the fulfillment of any degree or in any university. To the

best of my knowledge and my belief, this contains no material previously published

or written by any other person except where due reference is made in the text.

  Copyright@ 2017. Irene Rosa Nindyaputri and Prof. Dr. Gusti Astika, M.A.

  

All rights reserved. No part of this thesis may be reproduced by any means without

the permission of at least one of the copyright owners or the English Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

  Irene Rosa Nindyaputri

  COVER PAGE........................................................................................................ i PERNYATAANTIDAK

PLAGIAT................................................................................................................ii

PERNYATAAN PERSETUJUAN

AKSES................................................................................................................... iii

APPROVAL PAGE ...............................................................................................iv COPYRIGHT STATEMENT ................................................................................ v PUBLICATION AGREEMENT DECLARATION...............................................vi TABLE OF CONTENT ....................................................................................... vii

ABSTRACT............................................................................................................ 1

  I. INTRODUCTION............................................................................................... 1

  II. LITERATURE REVIEW .................................................................................. 3 The importance of learning vocabulary in speaking ......................................

  3 The importance of learning vocabulary in reading..................................... 3 The importance of understanding vocabulary in games............................. 4 Games as media for vocabulary learning....................................................5 Vocabulary Profile......................................................................................7

  III. THE STUDY.....................................................................................................8 Method of the Study....................................................................................8 Samples........................................................................................................9 Data Collection Instrument....................................................................... 10 Data Collection Procedures....................................................................... 10 Data Analysis............................................................................................. 10

  1. Overall Result of Vocabulary Profile....................................................12

  2. Negative profile in games......................................................................13

  A. Negative Vocabulary for K1.................................................................14

  B. Negative Vocabulary for K2.................................................................15

  C. Negative Vocabulary for K-3................................................................15

  D. Negative Vocabulary for K-4 (AWL)...................................................16

  3. Comparison of Vocabulary in Game 1 to Game 5.................................17

  a. Comparison of Game 1 vs Game 2........................................................18

  b. Comparison of Game (1+2) vs Game 3.................................................19

  c. Comparison of Game (1+2+3) vs Game 4.............................................20

  d. Comparison of Game (1+2+3+4) vs Game 5.........................................21

  

V.CONCLUSION ...........................................................................................................22

ACKNOWLEDGMENTS ............................................................................................ 24

REFERENCES...................................................................................................... 25

APPENDICES ...................................................................................................... 28

Appendix A .......................................................................................................... 28

Appendix B .......................................................................................................... 29

Appendix C .......................................................................................................... 30

Appendix D ......... ................................................................................................ 31

Appendix E ........................................................................................................... 32

Appendix F ........................................................................................................... 33

Appendix G .......................................................................................................... 34

Appendix H ........................................................................................................ 36

  

WORD FREQUENCY OF THE VOCABULARY IN COMPUTER

GAMES

Irene Rosa Nindyaputri

  

Abstract

Vocabulary is an important element to learn a language, especially English. Students

in Indonesia still have problems in vocabulary lesson because of the learning habit in

classroom. Teachers can use games to help the students interested in learning

vocabulary. By learning through games, students can improve their vocabulary and

interest in learning vocabulary. The samples of this study were Around the World in 80

Days, Azkend 2: The World Beneath, The Treasures of Mystery Island: The Ghost Ship,

The Rise of Atlantis, and Farm Frenzy . The vocabulary in the games were analyzed

using The Compleat Lexical Tutor, v.4 with the purpose to classify the vocabulary into

its frequency groups. The result showed that there were 76.83% of K1, 6.91% of K2,

2.19% of AWL, and 10.59% of Off-List Words. In addition to word frequency, this

study also explored the negative vocabulary and comparison of the vocabulary in the

games to determine unique words in each game being compared.

  Keywords: vocabulary, vocabulary profile, games Introduction

  Nowadays, games have become part of children and adults' lives because they

play the game almost every day. Most children spend their time to play games after

school or in the weekend. One of the purposes of playing games is to entertain them.

Most children usually play the game through online or download it on computer games.

Furthermore, some children can learn vocabulary through computer games. It is

possible for the teacher to teach vocabulary by using computer games. By utilizing

computer games teachers can help their students to learn vocabulary and improve their

  

(2008) stated that not only to entertain, games can be used to facilitate language

learning.

  Vocabulary has an important role in learning a foreign language. According to

Nation (2001), learners should be able to use vocabulary learning strategies. In this

case, by learning through games, learners can recognize some of the vocabularies of

the games that they play. According to Rixon (1981), children change their play into

games in the middle childhood. Children will play games that are more organized and

planned which include a variation of rules and a specific objective. While playing

games they will find and understand vocabulary in order to complete the task.

  Learners usually acquire new vocabulary while playing games and then search

the meaning by looking at the online dictionary or ask other friends. Learners will find

difficult words in a game because they have not learned them or the words are not

appropriate for their level. According to Hirsch (2003) learners who know 90% of the

word will understand texts and will learn other words. Learners who do not know 90%

of the words will not understand texts. Learners who do not know the 90% - 95% of

the words in a text of the games ca not achieve the goal of the games. The purpose of

this study is to identify word frequency of the vocabulary in computer games. The

research question of this study is, "What is the profile of the vocabulary used in

computer games?

  ” This research may offer benefits for the teacher and students. This

  

computer games. Learners can learn most frequently used words in computer games.

  LITERATURE REVIEW The importance of learning vocabulary in speaking Vocabulary is the core to learn any language. Vocabulary is an important

element to learn a language, especially English. One of the important purpose of

learning vocabulary is to communicate with each other. According to Wilkins (1972),

even though the grammar is wrong something very little still can be conveyed but

without vocabulary, nothing can be conveyed. The grammar may not be the most

important thing in learning languages. Vocabulary is important to convey meanings or

messages. If the learner uses wrong vocabulary others may get a wrong meaning. That

is why vocabulary is important to learn in the beginning of learning languages.

  Beginners can learn vocabulary through games as learning strategy.

  The importance of learning vocabulary in reading Anderson and Nagy (1991) stated that "there are precise words children may

need to know in order to comprehend particular lessons or subject matter.” They assert

that understanding vocabulary is important to understand a subject matter.

Furthermore, giving appropriate vocabulary can make learners understand meanings or

messages in reading. Stahl (2005) stated that repetition and multiple exposures to

vocabulary items are important for learners in a variety of contexts. Vocabulary that

  

Hutton (2008) vocabulary consists of the words that we understand when we hear or

read them (receptive vocabulary) and words we speak or write (expressive vocabulary).

  

Hutton also asserts that not all words have equal importance in language instruction.

Krashen (1989) state that reading will result in vocabulary acquisition to second

language learning. Learners could learn vocabulary indirectly while reading.

  The importance of understanding vocabulary in games Vocabulary learning in games also has potential benefits. According to AlShaiji

(2015), when learners find unknown words in games they will use strategies such as

look up the online dictionary on the internet a few times or ask people who are sitting

next to them. By doing these strategies they will learn the meaning visually through

games. Oxford and Scarcella (1994) stated that usually, students prefer to learn

vocabulary on their own rather than being instructed by someone. Students who learn

on their own, such as in games is more efficient and faster in learning vocabulary.

According to Hong-Nam and Leavell (2006), those who use more language learning

strategies have a faster and more continuous development than those who use less. The

learner's vocabulary increases depending on how many strategies that they used in

language learning especially, vocabulary learning. Freiermuth (2002) state that games

let the learners resolve the problem that they encounter while playing games without

help from the teacher. The learners will try to solve some difficulties that they face in

playing games without help from the teacher. Learners may find difficult vocabulary or ask their friends.

  Games as media for vocabulary learning Games can be interpreted as the activity that is fun and enjoyable. Games are

activities that involve not only individual but also group. ElShamy (2001) states that

game is a "Competitive activity played according to rules within a given context, where

players meet a challenge" to achieve an objective and win (p. 15). In the group, learners

have to be cooperative and compete to be the first. Despite that, Prensky (2001, p. 68)

states that games are the enjoyable feature in playing. In learning the learners also can

have fun in playing games.

  Games have many advantages as a media for vocabulary learning. According to Tavil and İsisag (2009), games have advantages and effectiveness in learning

vocabulary in various ways. Learners can learn vocabulary in many ways through

games. According to Chuang and Chen (2007) using games in computers, provides

more effective learning than traditional methods because learning using games can

increase the motivation of learners, develop positive attitudes in students, and increase

the retention process.

  Computer games can also facilitate the learners in language learning, for

example, crossword puzzle game to improve learner's vocabulary. Macedonia (2005)

asserts that learners cannot easily improve their communicative skills through exercise.

They usually feel bored in learning through exercises, so, games can facilitate them in

  

by Schwienhorst (2002), "games provide realistic sociocultural context for language

learning". It means that from games learners can communicate with other players, can

be the player from another country. The purpose is to cooperate to win the games. In

this way, the learners can improve their language learning. Games can also be used to

motivate and reinforce the students to learn a language. "The components of gameplay

are ideal for creating effective digital learning environments" (Rankin et al, 2006, p.1).

  

According to Rankin et al (2006), learners will be motivated and active to solve the

goals/tasks in the game that they play. They become active in learning and they will try

to solve problems based on what they have already known.

  However, games can also make learners addicted to playing. Young (2009)

state that gaming addicts willingly forgot sleep, food, and real human contact. They

can feel addicted to playing games continuously. It can make the learners have addicted

behavior. They will forget their daily activities because they only focus on games. For

the students, they will forget about homework, school, and test. That's why games must

not dominate learners' life.

  Vocabulary Profile is an aggregation of word frequencies (Graves, 2005).

Vocabulary profile is a collection of vocabulary that is used frequently. It is important

to identify word frequency of the vocabulary in computer games. The aim is to know

which words are suitable for learners based on their level (beginner, intermediate or

advanced). Vocabulary profile can help the teacher choose which vocabulary they have

to teach and students which vocabulary they have to learn. According to Nation (1990

p.19), there are four types of vocabulary such as high-frequency words known as K1

(1-1000 words), K2 (1001-2000 words), academic words, technical words, and low-

frequency words. According to Cooper (2002), High-frequency words are the words

that are most commonly found in any text. Schmitt (2012) argues that high-frequency

vocabulary should be discussed early because it is very useful for learners to learn and

about 2000 words are considered as sufficient to engage in everyday conversation.

High frequency words must be familiar to the learners. Nation (1990)

states that academic vocabulary is academic text that is the words that occur frequently

in academic text and its coverage is about 8 % in the running academic words. Nation

(1990) states that the number of technical words is about 1000 to 2000 for and it occurs

in specialized texts and the coverage of text is about 2% of the running words.

Technical vocabulary appears on a particular topic and occurs in a small percentage.

Norbet and Diane (2012) state that low frequency word is rare in all discourse and

rarely used in vocabulary learning strategies. Low – frequency vocabulary are rarely

used in the learning process and difficult for learners. According to Laufer and

  

assessing whether a particular text is suitable for use with learners at a specified level

of proficiency. In learning vocabulary, it will help teachers to select words appropriate

to st udents’ level of proficiency. In relation to games, Prensky (2001) stated that video

games can be potential as motivation for teenagers if the games are integrated with

learning activities. Video games can enhance learners’ motivation in learning process

as a tool.

  THE STUDY Method of the Study The purpose of the study is to identify word frequency of the vocabulary in

computer games. This study used a descriptive method to analyze data. This study

analyzed the word frequency of the vocabulary in computer games whether they fall

within the first 1000 word list (K1), second 1000 word list (K2) known as high

frequency words, academic word list (AWL), or off-list word known as low frequency.

  Samples The samples of this study were 5 computer games. The games were accessed

online and installed into the computer. The titles of the games were Around the World

in 80 Days, Azkend 2: The World Beneath, The Treasures of Mystery Island: The Ghost

Ship, The Rise of Atlantis, and Farm Frenzy . All of 5 computer games suitable for all

ages, from begginer to advanced level can play this games. The reason for choosing

the games because free to play and people from all ages ever play the games. Around

the World in 80 Days is a match 3 & puzzle game which was developed by Playrix.

  

This game makes the players travel back to the 19th Centuries in 80 days. Azkend 2:

The World Beneath is an adventure action puzzle set in an awe-inspiring underground

world that is created by 10tons and MythPeople. The Treasures of Mystery Island: The

Ghost Ship is a hidden object game played on the PC created by Alawar Five-BN for

Alawar Games. The Rise of Atlantis is an adventurous quest around the ancient lands

of the Mediterranean and it was developed by Playrix. Farm Frenzy is a series of

downloadable casual games for the PC developed by Melesta and published by Alawar

Entertainment. The series utilizes a point-and-click arcade gameplay model that

enables the player to manage the production processes on a farm using a mouse. The

data for this study was taken from all the words that appeared in the game.

  Data Collection Instrument The instrument for the study was a computer program named Lextutor and can

be accessed atIt was created by Tom Cobb in 1999. Lextutor.ca

was used to analyze word frequency of the vocabulary in computer games by

calculating the text in four classifications.

  Data Collection Procedures The First step was to re-type all the words (spoken and written) appeared in

each game in Microsoft Office Word while playing the game. One file had all of the

words in the games that had been re-typed in Microsoft Office Word. The second step

was to run Vocabulary Profiler and chose “vocabulary profile”. Then, the next step was

to copy all the words in the games into the box provided and clicked SUBMIT_window

button in order to the result.

  Data Analysis The calculation of the texts copied in the box automatically appeared in this

program. The results were grouped into four classifications of word frequency, such as

the K1, K2, Academic word list (AWL) and Off-list words. Each of the classifications

was represented in different colors, such as blue, green, yellow, and red. The second

step in the analysis was to calculate negative vocabulary profile. The last step was to

  

(1+2+3+4) vs game 5. The purpose is to make teachers know shared and new words.

FINDINGS AND DISCUSSIONS

  This section presents the result of the analysis from games entitled ‘Around the

World in 80 Days, the World Beneath, The Treasures of Mystery Island: The Ghost

  

Ship, The Rise of Atlantis, and Farm Frenzy’. There were 9,440 words from all games

analyzed using The Compleat Lexical Tutor, v.4. The finding was divided into three

parts. The first part of this section shows the overall result of all words from 5 games

as seen in table 1. The second parts present the negative vocabulary profile of K-1, K-

2, K-3, and K-4(AWL) with lists of the vocabulary items that were not found in all of

5 games. The last parts show the text comparison all of 5 games.

  Table 1. The overall vocabulary profile in 5 games

Freq. Level Lemmas (%) Types (%) Tokens (%) Cumul. token %

NGSL_1 (K1)

  

601 (54.69) 810 (41.39) 7253 (76.83)

  76.83 [1000 lemmas])

NGSL_2 (K2)

  

278 (25.30) 320 (16.35) 652 (6.91)

  83.74 [1000 lemmas]

NGSL_3 (K3)

  

149 (13.56) 171 (8.74) 328 (3.47)

  87.21 [801 lemmas]

NAWL (AWL)

  

71 (6.46) 89 (4.55) 207 (2.19)

  89.40 [963 lemmas] Off-List: ?? 569 (29.08) 1000 (10.59)

  99.99 Total (unrounded)

1099+? 1957 (100) 9440 (100)

≈100.00

1. Overall Result of Vocabulary Profile

  The first row in Table 1 shows three terms; lemma, type, and token. Lemma is

head words, for example: the head word of gets and getting is get. While get, gets, and

  

text. For example; if in text there are black [4], blue [4], board [9], the number of token

is 17.

  This section shows the overall result from all words in 5 games. As seen in table

1, there are lemmas, types, tokens, and cumulative token. In percentage of all words in

5 games, 76.83% of the words were K1 and 6. 91% of the words were K2. The

percentage of both K1 and K2 were 83.74%, which was below the suggested amount

of known words for uninterrupted comprehension which should be at least 95%. It

means that this 5 games are difficult for the students in this study. In addition, the

percentage of K1, K2, K3, and AWL were only 89.40%, with 2.19% of tokens from

AWL. Furthermore, 207 of academic words may present difficulties to the students in

this study. Then, the students may need to know off list words as many as 1000 words

(10.59%).

2. Negative profile in games

  This section shows the description of negative vocabulary profiles of all words

in 5 games. The negative vocabulary included the result of K1, K2, K3, and K4 (AWL)

that are not found in 5 games. This result may be beneficial for the teacher in selecting

vocabulary and also for students to improve their vocabulary in order to understand the games. Table 2. Negative Vocabulary for K1, K2, K3, and AWL Input Negative Vocabulary Total lemmas K1 601 54.69%

  

400

45.31% 1001 K2 278

  25.30%

721

74.70% 999

  K3 149 13.56%

651

86.44%

  800 AWL 71 6.46%

  

891

93.54% 962

A. Negative Vocabulary for K-1

  This section shows all the word lemmas (=head words) from the K-1 level that were not found in all of 5 games.

  The percentage refers to number of lemmas, not tokens. From table 2 above, there were 54.69% that were found in all of 5 games. It means that there were 45.31% of

words lemmas that were not found in all of 5 games based on the words listed in New

General Service List (NGSL). The following table shows some word lemmas that were not found in 5 games. The complete list has been put in Appendix A. Table 3. Some word lemmas of negative vocabulary profile of K1 in 5 games

ACCESS ACCOUNT ACHIEVE ADDITION ADDRESS

BALANCE BAR BASIC BASIS BEAR

  DAILY DANCE DATA DAUGHTER DEAL EASILY ECONOMIC ECONOMY EDUCATION EITHER FACILITY FAIL FAMILY FATHER FAVORITE

  B. Negative Vocabulary for K2 This section shows all the word lemmas (=head words) from the k-2 level that are not found in all of 5 games.

  The percentage refers to number of lemmas in 5 games and do not refer to tokens. As can be seen from the summary above, 25.30% of lemmas of K2 were found in all of 5 games. It means that 74.70% word lemmas of K2 were not found in all of 5 games based on the words listed in New General Service List (NGSL).

  The following table shows some lemmas that were not involved in all of 5 games. The complete list has been put in Appendix B.

  Table 4. Some word lemmas of negative vocabulary profile of K2 in 5 games

ABROAD ABSENCE ABUSE ACADEMIC ACCIDENT

BACKGROUND BAN BAND BASICALLY BATTLE

CALCULATE CAMP CANCER CAPABLE CAPACITY

DAD DEAR DEBT DECADE DECLARE EAST EDUCATE EDUCATIONAL EFFECTIVE EFFECTIVELY

FACTORY FAIR FAIRLY FAITH FAMILIAR

  C. Negative Vocabulary for K-3 This section shows all the word lemmas (=head words) from the k-3 level that are not found in all of 5 games.

  

of 5 games. It means that 86.44% of word lemmas were not found in all of 5 games

based on the words listed in New General Service List (NGSL). The following table

shows some word lemmas that were not involved in all of 5 games. The complete list

has been put in Appendix C.

  Table 5. Some word lemmas of negative vocabulary profile of K3 in 5 games

ABORTION ABSOLUTE ABSTRACT ACCEPTABLE ACQUISITION

BADLY BARELY BARRIER BATH BEER

CABLE CAKE CANCEL CAP CAPABILITY

DAMN DARE DATABASE DEALER DEEPLY

EASE EASTERN EDIT EDITION EFFICIENCY

FADE FAITHFULLY FALSE FANCY FASCINATE

D. Negative Vocabulary for K-4 (AWL)

  This section shows all the word lemmas (=head words) from the k-4 level that are not found in the input text.

  The analysis from table 2 shows that there were 6.46% of word lemmas that were

found in all of 5 games. It means that there were 93.54% of word lemmas not found

in all of 5 games based on the words listed in New General Service List (NGSL). The following table shows some word lemmas that were not involved in all of 5 games. The complete list has been put in Appendix D.

  Table 6. Some word lemmas of negative vocabulary profile of K4 in 5 games

  ABDOMINAL ABSORB ABSORPTION ACCELERATE ACCELERATION BACKWARD BACTERIA BACTERIAL BANG BARGAIN CALCIUM CALCULATOR CALCULUS CAMPUS CANDIDATE DEADLINE DECAY DECEIVE DEFECT DEFICIENCY ECOLOGICAL ECOLOGY ECONOMICALLY ECONOMIST EFFECTIVENESS FABRIC FACET FACILITATE FACTORIAL FACULTY

  Comparison of Vocabulary in Game 1 to Game 5

This section presents the comparison of vocabulary in game 1 to game 5. The data

of comparison presents the token recycling index of all words of the games that had been compared. Recycling index is a ratio between words that are shared by two games and the total number of words in the second games that being compared. This index also provides important information about similar words in games comparisons and unique word in the second game. This section focuses on shared and unique words in the second game. The shared and unique words should make the teacher aware of new words that are not covered in the first game.

a. Comparison of Game 1 vs Game 2 Game 1 Game 2 260 155 320

  Figure 1. Shared and unique words in game 1 and game 2

The first comparison was game 1 that had 415 words and game 2 that had 580 words.

  

The chart shows 155 unique words in game 1. 260 words in game 1 and game 2 were

shared. Thus, the unique words that were found in game 2 were 320 words. Before

learning 320 new words from game 2, learners should know 415 word in game 1. Table

7 shows some examples of the unique words. The complete list has been put in

Appendix E. Table 7. Some unique words in game 2

  All Also Ancient Apart Arrive Ball Base Believe Below Binoculars Carve Casual Chamber Charge Civilise

b. Comparison of Game (1+2) vs Game 3 Game 1+2 Game 3 273 462 434

  Figure 2. Shared and unique words in game (1+2) and game 3

  

The second comparison was between game (1 + 2) with a total of 735 words and game

3 for 707 words. From this data, 462 unique words were found in game 1 + 2. The

shared words in game 1 + 2 vs game 3 were 273 words. Thus, it can be concluded that

unique words in game 3 were 434 words. Students should learn 434 unique words for

game 3 after they learned 735 words in game 1 + 2. Table 8 shows some examples of

the unique words. The complete list has been put in Appendix F.

  Table 8. Some unique words in game 3

  Afraid Again Alien Article Bad Belong Beyond Carry Cartridge Catapult Check Coast

c. Comparison of Game (1+2+3) vs Game 4 Game 1+2+3 Game 4 194 975 183

  Figure 3. Shared and unique words in game (1+2+3) and game 4

  

The third comparison was game (1 + 2 + 3) with a total of 1169 words vs game 4 for

377 words. Based on the chart above, unique words of game 1 + 2 + 3 were 975 words.

  

Meanwhile, 194 words of game (1 + 2 + 3) and game 4 were found similar. Therefore,

the unique words of game 4 were 183. Students should know 1169 words that were

found in game (1 + 2 + 3) before learning 183 new words in game 4. Table 9 shows

some examples of the unique words. The complete list has been put in Appendix G.

  Table 9. Some unique words in game 4

  Along Babylonia Babylonian Clock Else Euphrates Extension Extra Famous Greece Include Influence

d. Comparison of Game (1+2+3+4) vs Game 5 Game (1+2+3+4) Game 5 302 1050 263

  Figure 4. Shared and unique words in game (1+2+3+4) and game 5

  

The last comparison was game (1+2+3+4) with the total of 1352 words vs game 5 with

565 words. From the data above, 1050 unique words were found in game (1+2+3+4).

  

The shared words of game (1+2+3+4) and game 5 were 302 words. The calculation of

unique or new words in game 5 was 263 words. Students should know 1352 words

from game (1+2+3+4) before learning 263 new words in game 5. Table 10 shows some

examples of the unique words. The complete list has been put in Appendix H.

  Table 10. Some unique words in game 5

  Advantage Andy Avoid Beware Boom Bounce Bubbles Buffet Busy Chomp Clam Coat

  CONCLUSION

The aims of this study was to show the result of vocabulary profile in 5 games; The

titles of the games were Around the World in 80 Days, Azkend 2: The World Beneath,

The Treasures of Mystery Island: The Ghost Ship, The Rise of Atlantis, and Farm

Frenzy . Second, the aims of this study was to find list of vocabulary that are not covered

in 5 games. Third, find unique words that are not appeared in the first game.

The overall results of vocabulary profile showed 76.83% of K1, 6.91% of K2, 2.19%

of AWL, and 10.59% of Off-List Words. In this case, 76.83% of the words were K1

and 6.91% of the words were K2. It shows that, all of 5 games were hard for students

in this study. The second result showed the negative vocabulary profile in 5 games.

  

The calculation of vocabulary items that were not covered in 5 games was 45.31% of

K1, 74.70% of K2, and 86.44% of AWL. The last result showed comparison of game

1 to game 5. First comparison was game 1 vs game 2, the result were 320 new words

in game 2 and 260 words were shared in game 1 and 2. Second comparison was game

(1+2) vs game 3. In game 3 there were 434 new words and game (1+2) vs game 3

shared 273 words. The third comparison of game (1+2+3) vs game 4 shows 183 new

words and 194 words were shared. The last comparison was game (1+2+3+4) vs game

5 showing 263 new words. 302 words in game (1+2+3+4) vs game 5 were shared.

  

vocabulary. Teachers can also teach academic words based on the result above. The

comparison of game 1 to game 5, could help teachers to focus on shared and new words

that are not covered in the games. I recommend that teacher can use more games in

teaching vocabulary. More games and appropriate vocabulary may be beneficial for

students.

  ACKNOWLEDGEMENTS First and foremost I thank Jesus Christ for the blessing, health and inspiration

given to me during my study at Universitas Kristen Satya Wacana. Second, I would

like to express my gratitude to Prof. Dr. Gusti Astika, M.A. as my supervisor who was

willing to give valuable, continuous guidance and advice to complete my thesis and

also my examiner Anne Indrayanti Timotius, M. Ed. For her advice and guidance.

Third, my special thanks go to all of lecturers and close friends in the English

Department who have given support. My beloved family especially my parents (Emi S

and Kasman H), my beloved brother (Noven), my cousin-sisters, my big families,

thanks for always giving me support and love. My beloved friends Amel Dian

Novitasari, Tabita, Pambayun, and Christine Harsen, thank you for being my best

friends and support me from far. Many thanks for Akbar Adji Pradana who always give

his support and prayer to me in finishing this thesis. My warmest thank is also due to

Thirteeners for the friendship at English Department.

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