ONLINE VOCABULARY GAMES: POTENTIAL ENCHANCEMENTS OF STUDENTS’ VOCABULARY ACQUISITION: A qualitative study of 4th Grade of Primary students in one of the International Schools, Bandung.

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(A qualitative study of 4 Grade of Primary students in one of the International Schools, Bandung)

A RESEARCH PAPER

Submitted to the Department of English Education of Faculty Language and Literature Education, Indonesia University of Education in Partial Fulfillment of

the Requirements for Sarjana Pendidikan Degree

By: Eko G. Samudro

1100774

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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(A qualitative study of 4 Grade of Primary students in one of the International Schools, Bandung)

By:

Eko G. Samudro 1102021

Submitted to the Department of English Education of Faculty Language and Literature Education, Indonesia University of Education in Partial Fulfillment of

the Requirements for Sarjana Pendidikan Degree

Oktober 2015

Hak Cipta dilindungi undang-undang

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difoto copy, atau cara lainnya tanpa ijin dari penulis

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ABSTRACT

The paper entitled “Online Vocabulary Games: Potential Enhancements of Students’ Vocabulary Acquisition” addresses the issue of the importance of online vocabulary games in learning vocabulary. The research was aimed at discovering the way online vocabulary games as potential enhancements of students’ vocabulary acquisition in helping students to learn and retain vocabulary. Some online vocabulary games from www.eslgamesplus.com and www.vocabulary.co.il were selected in order to conduct the research. The elements following the online vocabulary games, which are, pictorial illustration, interaction among players, competition, animation included sounds and music, immediate feedback, context, and problem solving are believed to be helpful in students’ learning processes. There were ten students of grade four observed as the subjects of the research. Furthermore, in order to collect and identify the data, the research employs qualitative method. In addition to data analysis, Wood (2001) and Yip and Kwan (2006) frameworks are used for maintaining the way online vocabulary games help students in vocabulary acquisition. The learning processes were observed by conducting field notes. After conducting the vocabulary learning through online vocabulary games in eight meetings, the students were given a “hangman” game related to the vocabularies learned through online vocabulary games. The winner of the games was the girls’ team which included the higher and middle achiever in the team. Based on the discussion of the questionnaire analysis, the findings showed that the online vocabulary games play important role in helping students’ vocabulary learning processes through the elements mentioned before. The result of interview also provides the students’ confirmation towards the helpful elements of online vocabulary games such as, the animation, sounds and music helped them to create relaxing atmosphere to learn vocabulary happily. The competition among them also helped the students to win the game by mastering vocabularies well. The questionnaires also mentioned the positive result of students’ perceptions towards online vocabulary games in the classroom session. Thus, it can be concluded that the students’ responses towards the online vocabulary games were positive. The research is beneficial for teachers to conduct various ways in teaching vocabularies.

Keywords: Online vocabulary games, potential enhancements, vocabulary acquisition.

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ABSTRAK

Penelitian yang berjudul “Online Vocabulary Games: Potential Enhancements of Students’ Vocabulary Acquisition” ditujukan pada isu akan pentingnya permainan kosakata online dalam pembelajaran kosakata. Penilitian ini bertujuan dalam mengungkap cara-cara permainan kosakata online sebagai media yang berpotensi meningkatkan kemampuan kosakata siswa dalam membantu siswa mempelajari kosakata Bahasa Inggris. Beberapa permainan kosakata online dari www.eslgamesplus.com dan www.vocabulary.co.il dipilih untuk melakukan penelitian. Unsur-unsur yang ada pada permainan kosakata online, seperti, ilustrasi gambar, interaksi antar pemain, kompetisi, animasi temasuk bunyi dan suara, umpan balik langsung, konteks, dan penyelesaian masalah dipercaya dapat membantu proses pembelajaran siswa. Terdapat sepuluh siswa kelas 4 yang menjadi subyek penelitian. Penelitian ini menggunakan metode kualitatif. Kerangka penelitian oleh Wood (2001) dan Yip dan Kwan (2006) digunakan dalam membantu penelitian ini. Setelah dilakukan pembelajaran kosakata dengan permaianan kosakata online, siswa diberikan permainan hangman yang berkaitan dengan kosakata yang terdapat di permainan kosakata online di akhir pertemuan. Pemenang dari permainan adalah tim siswa perempuan yang mencakup siswa berkemampuan tinggi dan menengah. Berdasarkan hasil dari kuesioner, permainan kosakata online berperan penting dalam membantu pembelajaran kosakata Bahasa Inggris siswa melalui unsur-unsur yang disebutkan sebelumnya. Hasil dari wawancara juga menunjukkan bahwa unsur-unsur tersebut, seperti animasi, membantu menciptakan situasi yang nyaman untuk belajar. Selain itu, kompetisi diantara pemain juga memacu siswa untuk mempelajarai kosakata agar bias memenangkan permainan. Hasil kuesioner juga menunjukkan presepsi positif siswa tentang penggunaan permaianan kosakata online ini. Oleh karena ini, penelitian ini dianggap bermanfaat dalam melakukan pembelajaran kosakata Bahasa Inggris dengan cara yang bervariasi.

Kata Kunci: Permainan kosakata online, media peningkat kosakata yang berpotensi, kemampuan kosakata.

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Table 3.2 Sample of questionnaire………. 41

Table 3.3 Categories of responses………...45

Table 4.1 Seven ways of how online vocabulary games help students to learn and retain vocabulary (in percentage)………50

Table 4.2 The percentage of students’ questionnaire result regarding perceptions towards online vocabulary games………...64

Figure 2.1 Components, relationship, and aspects of a game by Jouni Smed et.al (2003)……….9

Figure 2.2 One of the online vocabulary games from www.eslgamesplus.com..16

Figure 2.3 Online vocabulary games from www.vocabulary.co.il...17

Figure 2.4 Existing common vocabulary learning strategies (a dynamic classification) by Oxford and Crookall (1990)……….25

Figure 4.1 The result of the way online vocabulary games help students in learning……….49

Figure 4.2 The students are experiencing learning vocabulary through online vocabulary games……….52

Figure 4.3 Working together to answer the game………53

Figure 4.4 The winner of the game………..55

Figure 4.5 The animations from the game…….………..57

Figure 4.6 They are doing “hompimpa” to deal with the playing order………..61

Figure 4.7 The result of students’ perceptions towards online vocabulary games ………..63

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5 II. The questionnaire results

III.The field notes

IV.The interview transcription

V. One of the vocabulary games’ playing procedure VI.Official letters

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CHAPTER I

INTRODUCTION

Chapter one provides background of the study, research questions, purposes of the study, scope of the study, significance of the study, clarification on related terms, and organization of the research.

1.1Background of the study

In today’s era, English is considered as the most important language among international civilization. It is used to build the interpersonal purposes between the people around the world. English enables people to interact with each other in order to practice the proficiency of using English. Furthermore, the technology also begins to raise its development through various ways to fulfill the needs of future civilization. In this way, English is one of the important elements beside the internet, as the content of technology that enables us to operate a creation of technology. As a combination of English and technology, online games appear as the facility used by some teenagers to entertain them.

The online games imply that the games are interconnected from one player to another through the internet connection. Learning vocabulary can be done through various ways, one of them is using online vocabulary games. This fun way may help students subconsciously acquire some vocabularies that may be used in formal learning situation. Moreover, As Chik (2012:96) concludes, teenagers practice language learning inevitably through activities which spark their interest.

According to Zhu, D (2012), traditional method in teaching English in China required students to pay attention to the teacher’s explanation about the new words in the vocabulary list by giving definition and examples. Then, by using the text, the teacher explained and translated it sentence by sentence or even word by word. Finally, the translation tasks would be given to the students for the next learning step. Under such pattern of teaching, students are passive

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information receiver and written exercises doer. Moreover, this type of vocabulary learning prevents the students in expressing the use of the vocabulary itself, especially in communication. In accordance with this, for many learners studying English as a foreign language, vocabulary learning is considered as boring, as they have to memorize unfamiliar words and spelling and is typically asked to complete lots of exercises (Nguyen & Khuat, 2003). This boredom may prevent learners to learn English, especially vocabulary, effectively. For that reason, they proposed that the CALL (Computer Assisted Language Learning) is considered important, especially the use of online vocabulary games. The existence of online vocabulary games are believed in providing various learning enhancement compared to the traditional vocabulary learning method since they provide more engaging learning processes for the students.

Research to date on the use of virtual environments and online games in language learning has found benefits in increasing student motivation and engagement (Sykes, Oskoz, & Thorne, 2008; Thorne, Black & Sykes, 2009; Zheng, Young, Wagner & Brewer, 2009), enhancing vocabulary use (Bytheway, 2011; Rankin, Morrison, McNeal, Gooch, & Shute, 2009), expanding opportunities for intercultural communication (Thorne, 2008). Regarding language teaching and learning process, as Gee (2005) believes, games are understood as conceptual models working across formal and informal learning contexts.

The online vocabulary games are usually accessed through web-sites directly. Vocabulary learning through Web-Site games improves learning and retention while making learning fun and arousing interest. Another advantage of using games is the opportunity to practice vocabulary informally (Uzun, 2009). Moreover, Yip and Kwan (2006) in their study entitled "Online vocabulary games as a tool for teaching and learning English vocabulary" sound that learners playing online vocabulary games tend to learn more appropriately and could retain the new words for a longer period of time and retrieve more words compared to those who aren’t provided with vocabulary games. If the games are fun, motivating,

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relaxing the students, the learners’ interest will increase and boost their confidence.

Based on the explanation above, the writer concludes that online vocabulary games may affect students’ motivation in learning English, especially in acquiring English vocabulary. Regardless the negative effects of online games, which is giving addiction towards a game, this study tries to investigate the use of online vocabulary games as potential enhancements of students’ vocabulary acquisition. Most online games provide contextual situation, vocabulary, events that can be related to each other. It will be more meaningful or even a fun way to learn English; at least the students do not miss that opportunity. By engaging in students’ favorite online games or even offline games, the students may raise their excitement in learning English. Asking their past events, the vocabulary games in a classroom, communication related to online gaming will be more interesting using contextual learning to invite their eagerness to learn English. Hopefully, this study can give some contribution for language teaching and learning in a classroom.

1.2Research Questions

The study is conducted to answer the problem formulated in a question below:

1. How do online vocabulary games help students to learn and retain vocabulary?

2. What are the students’ perceptions towards online vocabulary games on vocabulary learning in the classroom?

1.3The purposes of The study

Based on the research questions provided, the purposes of this study are as follows:

1. Identifying the way online vocabulary games help students learn and retain vocabulary.

2. Investigating students’ perceptions towards online vocabulary games on vocabulary learning in the classroom.

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1.4Scope of the study

This research focuses on identifying ways of online vocabulary games towards the development of English ability, especially in acquiring English vocabulary, based on the theories stated by Sykes, Oskoz, & Thorne, 2008; Thorne, Black & Sykes, 2009; Zheng, Young, Wagner & Brewer, 2009; Bytheway, 2011; Rankin, Morrison, McNeal, Gooch, & Shute, 2009; Thorne, 2008 and the most appropriate media which is online gaming-based language learning to acquire English vocabulary meaningfully.

1.5Significance of study

The present research can be seen through several significances for theoretical, practical, and professional aspects.

1. Theoretical aspect

The research findings can be used as the enrichment towards the future research about online vocabulary games affect students’ opportunity for English vocabulary acquisition in a classroom.

2. Practical aspect

The research findings will contribute to the application of the techniques provided in a classroom. The importance will be useful for the teachers and for those who are interested in applying teaching and learning atmosphere based on the online vocabulary games effect to increase students’ English vocabulary acquisition.

3. Professional aspect

The research problem and the result later can be useful to help teachers improving their professionalism in teaching English vocabulary, creating collaborative learning, and providing and interesting classroom atmosphere to acquire English vocabulary meaningfully.

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1.6Clarification on main terms

There are several terms in this study that needs to be clarified. The definitions of the terms are explained below:

1.6.1 Online games: Online games refer to any type of game that someone can play through the Internet or over a computer network. Most of the time, it refers to video games played over the Internet, where multiple players are in different locations across the world. The online games used in this research are the online vocabulary games which belong to Browser-Based games.

(Schurman, K. (2015). What is online gaming?. Retrieved from http://www.wisegeek.com/what-is-online-gaming.htm.)

1.6.2 Online vocabulary games: These games refer to the Browser-Based games that are played entirely within a web browser rather than through a video game console or other apparatus. This means that the game can be played from many different types of computers and can often involve many different players at the same time. The online vocabulary games used in this research are from www.eslgamesplus.com and www.vocabulary.co.il .

(Barnett, T. (2015) .What is a browser-based game?. Retrieved from http://www.wisegeek.com/what-is-a-browser-based-game.htm.)

1.6.3 Context: Context is any information that can be used to characterize the situation of entities (i.e. whether a person, place or object) that are considered relevant to the interaction between a user and an application, including the user and the application themselves. (A.aDey & G. Abowd. (2000). Towards a better understanding of context and context-awareness. Proceedings of the Workshop on the What, Who, Where, When and How of Context-Awareness, affiliated with the CHI 2000 Conf. on Human Factors in Computer Systems.)

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1.6.4 Acquisition: Acquisition refers to the first stages of learning when a response is established. In classical conditioning, it refers to the period of time when the stimulus comes to evoke the conditioned response.

(Cherry, K. (n.d). What is acquisition?. Retrieved from http://psychology.about.com/od/glossaryfromatoz/g/Acquisition.ht m)

1.6.5 Vocabulary: The set of words within a language which are familiar to that person. This research conveys the nouns, antonym-synonym, verbs, and also prepositions as the materials used to conduct the research.

(Tahir, U. (2013). What is vocabulary?. Retrieved from http://www.slideshare.net/UzmaTahir1/what-is-vocabulary.)

1.7Organization of paper

This study will be organized into five chapters as follows:

CHAPTER I: INTRODUCTION

This chapter provides the information related to background of the study, the research questions, the purposes of the study, scope of the study, significance of study, and organization of study.

CHAPTER II: LITERATURE REVIEW

This chapter consists of theoretical foundations of the study. This chapter discusses the definition of online games, the language acquisition, and other theories which are relevant to the study.

CHAPTER III: RESEARCH METHODOLOGY

This chapter provides the methodology of the study in conducting the study and description of research procedures used in order to answer the research questions provided in the Chapter 1. This chapter consists of research

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questions, aims of the study, research design, the data collection, and finally the data analysis.

CHAPTER IV: FINDINGS AND DISCUSSION

This chapter explains the result of the study including the analysis of data based on the data collection and the theoretical frameworks, and the interpretation of the findings from the study.

CHAPTER V: CONCLUSION, SUGGESTIONS AND LIMITATIONS OF THE STUDY

This chapter contains the conclusion of the research that leads to the future suggestion related to the focus of the study as well as other fields related. This chapter also contains the limitations of the study on the research conducted.

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CHAPTER III

RESEARCH METHODOLOGY

Chapter three provides the methodology in conducting the research and

description of research procedure in order to find out the answer from research questions stated in Chapter I. This chapter presents four main parts of the investigation: Formulation of problems, research design, site and participants, research procedures, data collection technique, and data analysis technique.

1.1 Formulation of problems

This study is intended to identify the effects of online vocabulary games towards the English vocabulary acquisition in 4th grade elementary students at one of the International Schools in Bandung. This research is considered appropriate to the students in 4th grade regarding the phenomenon of online gaming and computer game-based learning in their ages, especially in Bandung. In addition, the study is aimed at analyzing their perceptions towards online vocabulary games in order to acquire new vocabularies. Therefore, this study is guided through the following questions:

1. How do online vocabulary games help students learn and retain vocabulary? 2. What are the students’ perceptions towards online vocabulary games on

vocabulary learning in the classroom?

1.2 Research Design

The research was employed by using the qualitative research method. The qualitative research basically has the purpose to understand the phenomenon in depth which is based on how the participants in the research perceive it (Gay, 1996). It also seeks the information about someone’s beliefs, point of view, or attitude of past events which influence to the present condition (Best, 1970, cited in Cohen et.al, 2007).

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Moreover, a case study was carried out as this strategy presents the phenomenon with its context (Yin, 2003, cited in Duff, 2008). The purpose of a case study is to retain the holistic and meaningful characteristics of real-life events (Yin, 2003). Thus, the involvement of the researcher in this study is considered as a must in order to get in-depth understanding about the participants’ perspective of a phenomenon. (Gall et.al, 2003, cited in Duff, 2008).

As this study is purposed to discover the way online vocabulary games help students to learn and retain vocabulary and to reveal the students’ perceptions towards the online vocabulary games in language learning, it is necessary for the researcher participate in the study to observe the participants’ activities within the setting as well as their own perspectives on those activities provided in the classroom session. Considering the reason above, a case study is suitable to be applied in this study.

1.3 Site and participants

The research was conducted in one of the International Schools in Bandung. This institution was chosen because of several reasons. First, the researcher was following his PLP (Program Latihan Profesi) program as one of the lessons in the 8th semester. Thus, while the researcher was doing his PLP program, he decided to conduct the research there. Second, since the school is an International School, the language used was fully English and also the existence of computer lab as well as internet connection helped the researcher to conduct the research.

The participants were coming from the 4th grade students. Then, three out of ten students were selected based on the high achiever student, middle achiever student, and low achiever student categories based on their test taken on the first meeting. The learning schedules for 4th grade students make it possible for the researcher to conduct the research. They have schedule for “Vocabulary” lesson and also the accessibility to the computer lab.

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1.4 Research procedure

The procedures of this study were gathered by several steps that can be described as follows:

1. The researcher began to select online vocabulary games to be used in the research. The selected online vocabulary games were from www.eslgamesplus.com and www.vocabulary.co.il . The selected online vocabulary games were considered appropriate as they provided the adjustable difficulty for 4th grade students. Moreover, the websites were also included the elements mentioned by Wood (2001) and Yip and Kwan (2006). Furthermore, Wood (2001) mentioned five guidelines to help in designing effective vocabulary learning software from an educational perspective:

a. Relating the new to the known;

b. Promoting active, in-depth processing; c. Providing multiple exposures to new words; d. Teaching students to be strategic readers; d. Promoting additional reading.

With regard to the desirable technical features of a vocabulary web site, Wood (2001) suggested the following:

a. Animations;

b. Sound components;

c. Hints or clues related to word meaning; d. Multimodal presentation of information; e. Online definitions, glossaries or thesauruses.

The websites mentioned above are considered covering the aspects suggested by Wood.

2. The researcher started to begin the process by learning and selecting vocabularies through online vocabulary games mentioned above. It was used to select some vocabularies to be used as the test for the students.

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3. The vocabulary test would be given to the ten students of 4th grade. It was used to find out their prior knowledge on vocabulary acquisition. In addition, the test was also used to discover the participants of higher, middle, and lower achiever students to be participated on the research. The participant were asked to do:

a. Part I. Translating vocabularies into Bahasa Indonesia.

b. Part II. Choosing the synonym or antonym from provided words.

c. Part III. Matching the correct answers into the appropriate sentences.

d. Part IV. Answering questions based on the provided pictures. e. Part V. Circling the correct words based on the empty boxes

provided.

The test was created based on the online vocabulary games what would be given to the students. The results of the test were attached in the appendices’ part.

4. After conducting the test, the students learned vocabularies through online vocabulary games from www.eslgamesplus.com and www.vocabulary.co.il in computer lab. Here, the researcher played a role as the teacher-researcher. This role was selected because by doing this way; the teacher would be possible to conduct observation while participating in students learning activity. Below are the schedule for vocabulary learning process through online vocabulary games,

Table 3.1 The Teaching Schedule

No Date Topics and samples of

vocabularies

Activities

13th April 2015

Action, Zoo, Sea animals

(Sweep, sneeze, jump, write, dance, fly, clap,

The students played online matching games. They had to match the pictures provided to

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draw, camel, giraffe, kangaroo, bear, octopus, shark, seal, shrimp, clam,

turtle)

the correct words. While joining the games, the teacher also had

the role as researcher

16th April 2015

Bathroom, bedroom, birds, insects

(Sink, comb, bathtub, shower, plunger, wardrobe,

rug, curtains, parrot, turkey, eagle, pigeon, grasshopper, cockroach,

fly)

The students played online matching games. They had to match the pictures provided to the correct words. While joining

the games, the teacher also had the role as researcher

20th April 2015

Jobs, kitchen, vegetables and weather clothes.

(Dentist, waiter, zookeeper, postal worker, pot, microwave, utensils,

toaster, bell pepper, cauliflower, lettuce, sunny,

mittens, scarf, sweater, boots)

Synonym and Antonym

(Inability – achievement, admire – respect, conceal –

hide, amuse – bore, anticipate- expect).

The students played online matching games. They had to match the pictures provided to the correct words. While joining

the games, the teacher also had the role as researcher

The students played online guessing game. They guessed

whether the words provided were synonym or antonym. While joining the games, the

teacher also had the role as researcher

22th April 2015

Synonym and Antonym

(Ache – hurt, inability – achievement, admire – respect, conceal – hide, amuse – bore, anticipate-

expect)

The students played online guessing game. They guessed

whether the words provided were synonym or antonym. While joining the games, the

teacher also had the role as researcher

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Bathroom

(Bathroom, bathtub, toothpaste, brush,

toothbrush, sink)

vocabulary games related to the bathroom. The online game was played through simulation of game car racing to answer the questions given. While joining the games, the teacher also had

the role as researcher

27th April 2015

Vocabularies related to

“The movie” (Scary, stunts, popcorn,

production, horror)

The students played online quiz

simulation about “The movie”;

vocabularies which usually exist related to the cinema or creating

the movie. While joining the games, the teacher also had the

role as researcher 6

30th April 2015

Preposition

(in, on, for, by, to, from)

Action progressive verbs

(Eating, cooking, dancing, flying, drinking, driving)

The students played online gap filling games. The students had to fill the gap by dragging the

correct answers to the boxes given. While joining the games,

the teacher also had the role as researcher

The students played online vocabulary games related to the action verbs in progressive tense.

The online game was played through simulation of game car

racing to answer the questions given. While joining the games,

the teacher also had the role as researcher

7 4th May 2015

Verbs followed by preposition

(complained to, listen to, spends on, suffer from)

The students played online gap filling games. The students had to fill the gap by dragging the

correct answers to the boxes given. While joining the games,

the teacher also had the role as researcher

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Weather, clothes, and advice

(Hot, T-shirt, shorts, jacket, sunglasses, sunny, cold, take off, put on, don’t take,

don’t forget)

The students played online

“wheel” game. This game was

played by spinning the wheel and answering the questions based on the topics pointed by

the wheel. While joining the games, the teacher also had the

role as researcher 8 7th May 2015 Vocabularies related to

“The movie” (Scary, exciting, animated,

documentary, review)

The students played online quiz

simulation about “The movie”;

vocabularies which usually exist related to the cinema or creating

the movie. While joining the games, the teacher also had the

role as researcher

9 11th May 2015 All of the vocabularies done in the previous

activities

The students played “Hangman”

in the classroom. This activity was conducted to review and to check their understanding about the previous materials. While becoming the judge, the teacher

also had the role as researcher

5. The researcher administered questionnaire and interview to the students after all of teaching sessions were done.

6. The researcher analyzed the data from observation, interview and questionnaire qualitatively.

7. The researcher concluded the findings and finished the thesis.

1.5 Data collection

The data was collected in one of the International schools in Bandung. The participants were 4th grade students during the vocabulary lesson. The data used in this research is related to several online vocabulary games processes, for example, the interactions between the players or the game features that helped students learn vocabularies. In this research, the data was gained through the observation,

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questionnaire and interview to the participants. According to Denzin, NK & Lincoln YS (2000), the various sources of data from a case study were employed to get better understanding in interpreting matters.

The types of data collection are elaborated as follows.

1.5.1 Classroom Observation

In this research, observation was aimed at finding out whether the online vocabulary games help students to learn and retain vocabulary or not. The observation was taken place in the computer lab during the vocabulary lesson through online vocabulary games. While students were playing the games, the researcher observed what the students did during the lesson. It included the nature of students’ conversation during the lesson, students’ strategies in solving the game, and competing during the game between players. The aim of this observation is to reveal students’ pattern and behavior in learning vocabulary through online vocabulary games.

The instruments which were used in this observation were field notes and the researcher also took some photos from their activities. The lesson and also observation took 45 minutes per meeting. Moreover, the lesson and observation were conducted 9 times. The last meeting (9th meeting) was vocabulary lesson conducted in the classroom because it was the last day for testing the result from learning vocabulary through online vocabulary games by doing “hangman” game in the classroom.

Observation was conducted to look for the information of the accessed behavior of the participants in the setting where it takes place (Creswell, 2000). Moreover, Cohen et.al (2007) stated that observation has a characteristic which shows natural situation and authentic information.

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1.5.2 Questionnaire

The aims of this technique were to find the way online vocabulary games help students to learn and retain vocabulary and also to find out their perceptions towards online vocabulary games on vocabulary learning in the classroom.

The questionnaire was distributed to the students after they have already finished all of the vocabulary teaching session. Ten students from 4th grade class participated in completing the questionnaire. It was conducted after the final exam for primary students. Questionnaire is one of the research instruments to collect data. Wilson and McLean (1994, cited in Cohen et.al, 2007) stated that,

The questionnaire is a widely used and useful instrument for collecting survey information, providing structured, often numerical, being able to be administered without the presence of the researcher, and often being comparatively straightforward to analyze.

In this research, close-ended questionnaire was chosen for gathering the information. Close-ended questionnaire is useful to convey information that is stated with the issue of the research (Creswell, 2009).

In line with this, likert scale as one of the close-ended questionnaire was applied to find out students’ perception towards online vocabulary games in language learning. Sugiyono (2009, pp. 93-96) noted that Likerts scale is used to measure someone or group of people attitudes, opinions, and their perceptions related to social phenomenon. To complete the questionnaire, the students were allowed to choose one of the range numbers for each statement which is suitable with their perceptions. Below is the form of questionnaire,

Table 3.2

Sample of questionnaire

No Statements Responses

Strongly agree

Agree Disagree Strongly disagree

1 Learning vocabulary through games is more interesting than

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doing worksheet paper. 2 I like learning vocabulary

through computer games.

3 I like learning vocabularies by using online vocabulary games.

4 Practicing vocabulary through online vocabulary games is better than doing vocabulary worksheets

5 I had fun learning vocabulary using the online vocabulary games.

6 The activities in the online vocabulary games were interesting.

7 The pictorial illustration on the online vocabulary games helped me to imagine the real things in my daily life so it was easier to acquire vocabulary.

Adapted from, Pertanika J. Soc. Sci. & Hum. (2012) . “Using Computer Games to Improve Secondary School

Students’ Vocabulary Acquisition in English”. Social Science & Humanity Journals. 20 (4): 1015 – 1018. and Yip, F., & Kwan, A. (2006). Online vocabulary games as a tool for teaching and learning English

vocabulary. Educational Media International, 43(3), 233-249.

1.5.3 Interview

The interview was conducted after the questionnaire has already done by the ten participants. More specific participants were selected from the 4th grade students. The three out of ten students were selected to be interviewed. The chosen students were from high achiever, middle achiever, and low achiever student based on the result of the test given in the first meeting. The aim of selecting three students in this interview is to gain better and deeper understanding

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based on different view of students’ level towards online vocabulary games in the school vocabulary learning process.

In this research, the interview used open-ended questions to focus on students’ perceptions towards online vocabulary games in language learning. The open-ended interview enables the researcher to compare the responses from the interviewees (Paton, 1998 cited in Cohen et.al, 2007). Then, the interview is conducted by asking the participants personally in which the researcher asks and records the participants at a time (Creswell, 2009). This interview is used to discover the way online vocabulary games help students to learn and retain vocabulary and students perception towards online vocabulary games on vocabulary learning in the classroom.

The interview was conducted in bilingual in order to ease the students facing difficult word selection to express their perceptions easily. Interview technique allows the participants to express their interpretation without any forces from researcher’s perspectives (Creswell, 2009). It can also explore more information from the participants which cannot be obtained from observation or another instruments for collecting qualitative data (Creswell, 2009).

The steps for interviewing the students for this research are proposed by Creswell (2009) including: 1. Select interviewees based on the purposeful sampling; 2. Record the entire interview, including the questions which are asked by the researcher; 3. Write the main idea from interviewees’ responses; 4. Stick with the questions, but keep maintaining the flow of the interview.

The questions for interview are elaborated below,

1. Do you enjoy learning vocabulary through online vocabulary games?.

Tell me your reason!

2. How do you learn vocabularies from online vocabulary games?

3. What features in online vocabulary games which help you to learn and retain vocabularies?

4. How did competitions with your friends help you to learn vocabulary while playing online vocabulary games?

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5. How did the illustration in the games help you to learn and retain vocabulary?

6. How did the animation, sounds and music help you in learning vocabulary through online vocabulary games?

7. How did immediate feedback help you to learn and retain vocabulary? 8. How did contextuality provided by the games help you to learn and

retain vocabulary?

9. Do you feel any improvement in your vocabulary mastery by learning

online vocabulary games?

10.Do you prefer other online vocabulary games to be used in further vocabulary learning or worksheet paper? Why?

11.What should the teachers do in order to make vocabulary learning process through online vocabulary games better?

1.6 Data analysis

The data was critically analyzed using various techniques. Most data was elaborated descriptively since the characteristic of a qualitative study is that the phenomenon being studied has to be described comprehensively. In addition, the questionnaire data was elaborated statistically since it provided the calculation result from students’ answers. The data analysis technique will be specifically elaborated below.

1.6.1 The analysis of the classroom observation

The teaching and learning processes were conducted 9 times, starting from the second week of March until the second week of May. In analyzing the observation result, the researcher tried to find the behavior pattern towards the use of online vocabulary games in learning vocabulary.

The researcher took photos and also field notes which were conducted during the 45 minutes of the lessons. The researcher observed all of the activities done by the participants during the lesson. It included the nature of students’

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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:

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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, and/or 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.

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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.

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Most of the students agreed that employing the online vocabulary games during the classroom session helps them to be relaxed while learning the vocabulary. These learning processes created an interesting learning atmosphere for the students so they learned vocabulary happily. Furthermore, the elements which helped them learning vocabulary in online vocabulary games such as pictorial illustration, interaction, competition, animation including music and sounds, immediate feedback, context and problem solving are believed to provide the connection in helping the students learning the vocabularies well. In addition, they believed that the online vocabulary games are more interesting to do than learning vocabulary through worksheet given to them.

1.2 Suggestions

The suggestions are directed to English teachers and for the importance of future researchers. There are thousands of online vocabulary games from the internet and teachers can choose their own online vocabulary games selection

based on the students’ needs. The most important parts are the features of the

online vocabulary games itself. The technical features of a vocabulary web site, Wood (2001) suggested the following: animations; sound components; hints or clues related to word meaning; multimodal presentation of information; online definitions, glossaries or thesauruses.

The elements mentioned aboved were considered helpful in learn and retain vocabulary through online vocabulary games. Moreover, the research conducted by Yip and Kwan (2006) revealed that, the high quality of online learning games obsessed several things, Interaction with other players; Comparison of scores, e.g. recording of top 10 scores; Audio-visual effects, the use of animation, sounds and music; Roles that can be selected and taken up; A clearly defined scenario; Continuous motivation, a balance between challenge and satisfaction.

Instead of providing worksheet papers for the learning processes, the teachers can ask the students to play the online vocabulary games for several meeting and give them some kind of evaluation to check their understanding

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towards the vocabularies that have been experienced during the games. Applying the online vocabulary games for the learning session is suggested for the teachers who want to encourage the students to be able to enjoy the learning processes happily. This interesting learning atmosphere is believed to create relaxing situation for the students in order to learn effectively. The role of the teacher during the learning process through online vocabulary games should be clear. A role as controller and advisor during the processes are important to maintain the students to be on track.

Some of the research limitations lead naturally into suggestions for further research. The first suggestion, the online vocabulary games could not be run smoothly without good internet connection and good computer performance. It is

essential since the young learners get easily uncontrollable if their games don’t run well. They don’t do well at showing patient for waiting something.

The second suggestion, the further researcher should try to conduct this technique in other levels and numbers of students and in various contexts in order

to discover its effectiveness in developing the students’ vocabulary acquisition. In

addition, since the research had been conducted for eight meetings and one

meeting to play “hangman” as the evaluation, there is an expectation for further

researches to cover longer period of time and other type of evaluation in order to get more effect from this technique and uncover richer details.

1.3 Limitations of the study

Although the research has reached its aims, there were some unavoidable limitations. First, because of the time framed, this research was conducted only on a small size of population who were facilitated with enough tools to do the research. Therefore, to generalize the results for larger groups, the study should have involved more participants at different levels of students. Second, the students were in International school which English was the essential thing in conducting the lesson. So, these ten students were good enough to follow any instructions written in English during the games. Finally, the slow internet

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connection might discourage participants’ interests and eagerness in joining the

online vocabulary games activity.

However, this research is considered important for the teaching and learning English, especially vocabulary. First, the online vocabulary games may provide different learning atmosphere towards English which also collaborated with the online games for learning session. Second, the teacher may conduct the online vocabulary games during or for some periods of English lesson to raise the

students’ motivation and avoid boredom. The last, supported by the teachers, the

online vocabulary games may also share the context to train the students’ communication skill, competitive sense, and even their creativity.

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