Scaffolding Emergent Themes and Sub-Themes of the Study

personally confirmed to the teacher, she was positively sure she had thought those words mentioning below. Participant B – Interview 1 – CRT Participant B concerned about the words she pronounced. She indirectly told me that she did not speak English as good as me. Therefore, sometimes she tended not to express her opinion in English. Being creative can also mean expressing as idea. This relates to one of my questions about what kind of game the participants wished to have. Their answered variedly. Both of them agreed that computer games could be a fun way to learn English. Participant A – Interview 2 – CRT Based on the part of the interview above, participant A liked to play racing games because her sibling often played this kind of games at home. There are two thoughts crossing my mind when I tried to interpret this sub-theme. Participant A’s favorite game was affected by what she often played. So, family can affect learners’ creativity. In addition, she also had an idea of what kind of game to develop. Different from participant B who had more specific idea about her dreamt game. P Ooo…My mother works for buying billiard, flower, fish, lamp. R So many…what are they for? P To make the house beautiful. 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? Participant B – Interview 2 – MTV From my interview, participant B had not only idea, but also imagination. She really expressed what knowledge about game she had acquired and the game she wished to play in the future. This interview also revealed that participant B was feminine. She preferred cooking games to shooting or racing games which were more masculine. In line with the previous sub-theme, the part of the interview also underlined participant B’s imagination. Following the previous part, this part elaborated more participant B’s imagination about game she wished to have. She suggested games for Science instead of Mathematics. Participant B – Interview 2 – CRT Participant B wished Science lesson in form of computer games. However, she knew it was hard to do, so she said to me, but not seriously, she wanted to be a game designer one day. She wanted to provide a better learning lesson for learners typically like her and friends. Still in this part of interview also, participant B showed her logical thinking by giving a reason why she preferred Science games R What kind of game do you want? P Cooking games. Click click click, done, win, and play again. Becoming the winner. R If racing or war games, do you want to play them? P No, I don’t like war. Not good, many people die. If racing games, I like them. Win and get the prize. R But, when studying Mathematics using computer games, do you want to do it? P No. How can I count the calculation? R You can do it on a paper, then answer it with computer. P I’m confused. If Science, it’s good using computers to show falling objects. No counting also. to Mathematics games. For her, Mathematics she had learned always dealt with counting. Therefore, she thought it was confusing to have Mathematics games in computer, while at the same time they had to count on a paper. If having Science games, she said she could experience the topic of Forces she had learned, such as falling items. She also did not need to count. On the other hand, participant A preferred Mathematics games to make her easier when studying. Participant A – Interview 2 – MTV However, participant A did not explain about the logical thinking of her imagination. From this difference, it seems to me that hearing loss indeed affects the learners’ way of speaking and thinking. Participant A did not really pay attention on the details when doing something. Therefore, she seemed more individual, not because she did not care about others, but she did not know what other expected from her. In the meantime, participant B was sometimes afraid of making mistakes. When asked to repeat what she just said, participant B tended to withdraw. She just smiled and said none. To summarize, hearing loss brings different results to different kinds of learners, depending the strength of the loss, family support, and education. 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 R Why Mathematics? P It’s difficult. I want to make it like the English game, fun.

4.5 Discussion

When recalling my understanding of the literature review and comparing it to the findings, of this study, my concern is more to how computerized educational games enhance young learners with hearing difficulty in English learning. However, the enhancement itself does not only come from their learning but also come from their personal life. It means the participants found relation between the game and their life. As I noticed that after playing the game, the participants realized that what they played was similar to what they faced in life. After few times playing, they found their own strategy on how to achieve the goals of the game and survive living. It required the input, interaction and negotiation of meanings of the participants. Input is what the participants have learned previously. The existing knowledge of the participants helped them in achieving the goals of the game. When they knew the instructions and what they needed to do, the interaction between the participants and the game could run well. The participants enjoyed the game and the game continued to run. The negotiation of meanings the participants found when playing game brought their understanding on the game they played. Through the negotiation, the participants faced some problems. When they knew how to solve the problems and respond to certain circumstances, the participants unconsciously negotiated the meaning of their learning. When playing the game, the participants learned through symbols they found in game. Symbols here meant the instructions, the signs of success or failure, and the daily and social activities. The symbols existing in the game