Motivation Emergent Themes and Sub-Themes of the Study

Participant B – Interview 2 – SCF According to participant B, there were some words she already knew. Like seen above, she mentioned some words, such as throw, sleep, eat, and read. Therefore, through these words, she tried not to depend on the dictionary, but interpret the meaning of such words or phrases and see if her trials worked. Meanwhile, participant A tended to keep the words she already knew. Participant A – Interview 1 – SCF When interviewed, she did not use English words to mention them. However, when I tried to see what words she knew, she fluently told me that the word tidur meant ‘sleep’ in English. Unfortunately, she just smiled when I gave her a compliment of her knowledge. It seemed to her that achieving certain level of English comprehension was not a matter for her. Similarly, scaffolding is also shaped when being home. The participants connected their experiences at home to what they experienced when playing. However, the scaffolding was about life lessons, not academic ones. Participant A – Interview 1 – SCF R What have you learned with Bu Sari? P A lot…things, colors, numbers. Many… R When playing the game, were there words you already know? P Yes. Throw, sleep, eat, read. R Do you get angry if hungry? P No, but crying. D likes to get angry if hungry. R Then? P Sleeping, already night. R Do you know what to do? P Yes, like at home. R What do you mean? P When there is garbage, throw it. When having stomachache, go to toilet. When hungry, eat. Through her comment, participant A learned some life habits. When there was any garbage around her, she was always asked to pick it up and throw it in the trash can. Another habit was about stomachache. As she experienced, when she felt hurt, it was time to go to toilet. Also when she was hungry, she looked for food and bought it. The last life lesson was also told by participant B that when having little amount of money, one could buy soybean cake or tofu, because they were cheap. Therefore, I agree that to teach learners with hearing difficulty, both teachers and parents do not need to find very expensive or brand new equipment, but it is better to teach the learners life and academic lessons.

4.4.4 Creativity

Every individual has been born with their own talent and so do the learners with hearing difficulty. Nevertheless, being creative to them is not only about talent, but also about their mind. For this study, I refer to the word ‘creativity’ to describe four sub-themes, namely opinion, idea, imagination, and logical thinking. I really enjoyed my engagement with the participants, since they were being themselves when talking to me. Surprisingly, they expressed some thinking in which I included them under one theme. Expressing opinion is a kind of creativity, since I considered opinion as participants’ way to show their creative mind. Participant B’ being creative through opinion was expressed when she intended to beautify the house in the game. She mentioned some words she was actually familiar in English. Instead of saying the English words, she mentioned the Indonesian words. When I 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?