The enhancement of young learners with hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning with computerized educational games.

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ABSTRACT

Widiantari, Anastasia Kiki. 2014. The enhancement of young learners with hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning with computerized educational games. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.

English Learning is not only for normal learners, but also for those who have special needs. In this study, they are young learners with hearing difficulty. Even though their difficulty in hearing and speaking make their learning process slow, it is possible for them to learn and understand English. Thus, to support education, technological innovations are continuously improved and one of them is a computer game. The existence of many computer games nowadays commonly played by children is considered proper to support English learning since many games use English to give instructions. When the children win the game, it means they succeed in playing the game. However, it does not mean that the game is meaningful to them. In SLB B Wiyata Dharma I Tempel Yogyakarta, the learners of elementary school use computer for playing games, not for learning its functions since the subject of computer learning is for High School level.

This study is to describe the enhancement of young learners with hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning with computerized educational games. The goal of this study is to describe and interpret the enhancement of young learners with hearing difficulty in English learning with computerized educational games. A computerized game The Sims, a combination of role play and real-life simulation games, was then implemented.

This single case study involved two fifth-grade participants of SLB B Wiyata Dharma I Tempel Yogyakarta. Before doing the study, The Sims was situated for educational purposes. The participants were introduced to this kind of game. The data of this study were derived from the classroom observations, the observations during playing the computerized educational games, the observer’s field note, the learners’ notebook, and the semi-structured interview. After all data were gathered, they were ultimately transcribed and analyzed.

The search of the answer of the study about the use of computerized educational games in English learning to young learners with hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta revealed four emerging themes; (1) challenge, with the sub-themes of encountered problems and pleasant experience, (2) motivation, with the sub-themes of internal and external motivation, (3) scaffolding, with the sub-themes of experience learned at home and at school, and (4) creativity, with the sub-themes of opinion, idea, imagination, and logical thinking. The findings showed that when situated appropriately, the computerized educational game was able to help the participants to both memorize the previous English learning and experience a new learning independently.

The findings of this study add substantial knowledge to the teachers and the school. Moreover, it becomes the recommendation of further studies and projects to explore the same or similar participants or school. The further studies and

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projects are expected to be able to empower the marginalized learners and develop the education condition in Indonesia.

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ABSTRAK

Widiantari, Anastasia Kiki. 2014. Perkembangan para siswa tuna rungu SLB B Wiyata Dharma I Tempel Yogyakarta dalam pembelajaran Bahasa Inggris dengan permainan-permainan bersifat edukatif yang dikomputerisasikan. Yogyakarta: Kajian Bahasa Inggris, Program Pasca Sarjana, Universitas Sanata Dharma.

Pembelajaran Bahasa Inggris tidak hanya untuk para siswa yang normal, tetapi juga bagi para pelajar yang memiliki kebutuhan khusus. Meskipun kesulitan dalam mendengar dan berbicara membuat proses belajar mereka lambat, sangat memungkinkan bagi mereka untuk bisa belajar dan mengerti Bahasa Inggris. Dengan demikian, untuk mendukung pendidikan, banyak inovasi dalam teknologi terus ditingkatkan dan salah satunya adalah permainan komputer. Banyaknya permainan komputer yang saat ini sering dimainkan oleh anak-anak dianggap tepat sebagai sarana pendukung pembelajaran Bahasa Inggris, karena banyak permainan komputer menggunakan Bahasa Inggris dalam memberikan instruksi. Ketika anak-anak memenangkan permainan, berarti mereka berhasil dalam bermain, Akan tetapi, tidak berarti permainan tersebut memiliki arti untuk mereka. Di SLB B Wiyata Dharma I Tempel Yogyakarta, para siswa Sekolah Dasar menggunakan komputer untuk bermain permainan, bukan untuk mempelajari fungsinya karena mata pelajaran tersebut dipelajari saat di Sekolah Menengah Umum.

Studi ini untuk mendeskripsikan perkembangan para siswa tuna rungu SLB B Wiyata Dharma I Tempel Yogyakarta dalam pembelajaran Bahasa Inggris dengan permainan-permainan bersifat edukatif yang dikomputerisasikan. Tujuan dari studi ini adalah untuk mendeskripsikan dan mengartikan perkembangan para siswa tuna rungu dalam pembelajaran Bahasa Inggris dengan permainan-permainan bersifat edukatif yang dikomputerisasikan. Studi ini kemudian dilakukan dengan menerapkan permainan yang dikomputerisasikan The Sims yang merupakan kombinasi antara role play dan simulasi kehidupan nyata

Studi dengan satu kasus ini melibatkan dua partisipan kelas lima dari SLB B Wiyata Dharma I Tempel Yogyakarta. Sebelumnya, The Sims disituasikan untuk tujuan pendidikan. Para partispan diperkenalkan dengan permainan ini. Data penelitian ini berasal dari pengamatan kelas, pengamatan selama bermain permainan komputer, catatan peneliti, catatan para partisipan, dan wawancara yang semi terstruktur. Setelah semua data dikumpulkan, mereka akhirnya di salin ke dalam bentuk teks dan dianalisa.

Pencarian jawaban dari studi ini mengenai penggunaan permainan bersifat edukatif yang dikomputerisasikan dalam pembelajaran Bahasa Inggris oleh para siswa tuna rungu SLB B Wiyata Dharma I Tempel Yogyakarta menghasilkan empat tema utama, yaitu (1) percobaan, dengan sub-tema masalah yang dialami dan pengalaman menyenangkan, (2) motivasi, dengan sub-tema motivasi internal dan eksternal, (3) scaffolding, dengan sub-tema pengalaman di rumah dan di sekolah, dan (4) creatifitas, dengan sub-tema opini, ide, imajinasi, dan pemikiran logis. Temuan-temuan tersebut menunjukkan bahwa permainan bersifat mendidik

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yang dikomputerisasikan mampu membantu para partisipan untuk mengingat kembali pembelajaran yang sebelumya dan mengalami pembelajaran baru secara mandiri.

Ke empat temuan di studi ini menambah pengetahuan para guru yang bersangkutan dan sekolah di mana partisipan belajar. Terlebih lagi, ini menjadi rekomendasi untuk studi dan proyek selanjutnya yang diharapkan untuk memberdayakan para siswa yang kurang mendapat perhatiand dan meningkatkan kondisi pendidikan di Indonesia, supaya mereka mampu mengeksporasi partisipan atau sekolah yang sama atau serupa.

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THE ENHANCEMENT OF YOUNG LEARNERS

WITH HEARING DIFFICULTY OF

SLB B WIYATA DHARMA I TEMPEL

YOGYAKARTA IN ENGLISH LEARNING

WITH COMPUTERIZED EDUCATIONAL GAMES

A THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the

Magister Humaniora (M.Hum)

Degree in

English Language Studies

by

ANASTASIA KIKI WIDIANTARI

086332016

THE GRADUATE PROGRAM

IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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THE ENHANCEMENT OF YOUNG LEARNERS

WITH HEARING DIFFICULTY OF

SLB B WIYATA DHARMA I TEMPEL

YOGYAKARTA IN ENGLISH LEARNING

WITH COMPUTERIZED EDUCATIONAL GAMES

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the

Magister Humaniora (M.Hum)

Degree in English Language

Studies

by

ANASTASIA KIKI WIDIANTARI

086332016

THE GRADUATE PROGRAM

IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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ACKNOWLEDGEMENT

In this opportunity I would like to express my gratitude for those who have supported and facilitated me accomplishing my study. First of all, I would like to thank God for His enormous blessing, grace, and love, so I could finish my study well.

I would like to thank Mr. F.X. Mukarto, Ph.D., the greatest advisor. Without his attention, I would not have the chance to finish my study. His great patience, support, and advice are very precious for me. One thing you have made me experience is that when someone is still beside you when you have let them down, it means that person loves you so much.

For all lecturers and staff in the English Graduate Program, I thank them for the days they have spent during my study. They have brightened my simple life into a firework.

I would like to thank my beloved parents, Bapak Damasus Widiatmoko – my super hero – and Ibu Lucia Iswantari, also my sister, Keke. I thank them for their supports, never-ending love, advice and prayer. Without their encouragement, I could not achieve it.

I would like to thank my soul mate, Peechonk, for her patience and endless care. Without her, I might not have the spirit in doing this thesis. I would like to thank my cute best friend, Titin, for being my teddy bear that will be ready to hug me during difficult times.

The most special thank is for my husband for being my hero who came at the right time and gave me my life back. This is for the new beginning I would like to start with you.

I also would like to thank all people that I cannot mention. I thank them for their encouragement and prayers. All people who I mentioned really mean so much to me. Without their support and prayers I could not reach this achievement. Yogyakarta, January 7, 2014 The writer

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page

Title Page ... i

Approval Page ... ii

Defense Approval Page ... iii

Page of Dedication ... i

Lembar Pernyataan Persetujuan Publikasi Karya Ilmiah Untuk Kepentingan Akademis ... v

Acknowledgement ... vi

Table of Contents ... vii

List of Tables... x

List of Figures ... xi

List of Abbreviations ... xii

List of Appendices ... xiii

Abstract ... xiv

Abstrak ... CHAPTER I INTRODUCTION 1.1 Rationale of the Study ... 4

1.2 Problem Limitation ... 9

1.3 Previous Related Studies ... 10

1.4 Research Question ... 16

1.5 Research Goal ... 16

1.6 Significance of the Study ... 17

CHAPTER II THEORETICAL REVIEW 2.1 Theoretical Review ... 19

2.1 English Learning ... 20

2.1.1.1 Children in Learning English Language... 20

2.1.1.2 Input, Interaction, and Negotiation of Meaning ... 23

2.1.1.2.1 Input ... 23

2.1.1.2.2 Interaction ... 25

2.1.1.2.3 Negotiation of Meaning ... 27

2.1.2 Educational Games ... 29

2.1.2.1 Definition of Educational Games ... 29

2.1.2.2 Characteristics of Educational Games ... 31

2.1.2.3 Advantages of Using Educational Games ... 33

2.2.2.4 Which Educational Game to Use ... 35 2.1.3. Computer Assisted Language Learning (CALL) ...

2.1.3.1 Definitions of CALL ... 2.1.3.2 Advantages of CALL ... 2.1.3.3 Disadvantages of CALL ... 2.1.4 Computerized Educational Games ... 2.1.4.1 What Is A Computerized Educational Game? ...

i ii iii iv v vi vii x xi xii xiii xiv xvi 4 9 10 15 15 16 18 19 19 22 22 24 26 28 28 30 32 34 35 36 38 39 41 41

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2.1.4.2 Important Factors of Computerized Educational

Games ... 2.1.4.3 Types of Computerized Educational Games ... 2.1.4.4 Advantages of Using Computerized Educational

Games ... 2.1.5 Young Learners with Hearing Difficulty ...

2.1.5.1 Definitions of Young Learners ... 2.1.5.2 Definitions of Hearing Difficulty ... 2.1.5.3 Causes of Hearing Difficulty... 2.1.5.4 Classifications of Hearing Difficulty... 2.1.5.5 Communication Philosophies of Hearing Difficulty

Learners ... 2.1.5.6 Hearing Difficulty Learners and English Language ... 2.1.5.7 Teaching Young Learners with Hearing Difficulty by

Using Computer ... 2.2 The Philosophy of the Study...

2.2.1 Ignatian Pedagogical Interpretativism as the Chosen

Paradigm ... 2.2.2 Case Study Research as the Chosen Approach... 2.3 Framework of Pre-Understanding ...

CHAPTER III METHODOLOGY

3.1 Research Method ... 3.2 Nature of Data ... 3.3 Data Setting and Sources ... 3.4 Data Gathering Instruments ... 3.5 Data Collection Methods ... 3.6 Data Analysis and Representation ... 3.7 Trustworthiness ...

CHAPTER IV ANALYSIS

4.1 Data Presentation ... 4.1.1 Field Notes of Classroom Observations ... 4.1.2 Field Notes When Playing Game ... 4.1.3 Interview ... 4.2 Narrations of the Participants ...

4.2.1 Participant A ... 4.2.2 Participant B ... 4.3 Problems Encountered ... 4.4 Findings of the Study ... 117

4.4.1 Challenge ... 4.4.2 Motivation ... 4.4.3 Scaffolding ... 4.4.4 Creativity... 4.5 Discussion ...

42 44 50 53 53 54 56 57 59 60 62 63 64 68 70 75 77 78 79 80 82 84 90 90 96 98 101 102 104 105 107 108 110 112 115 119

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CHAPTER V CONCLUSION, PEDAGOGICAL IMPLICATIONS, AND RECOMMENDATIONS

5.1 Conclusion ... 5.2 Pedagogical Implications ... 5.3 Recommendations ...

BIBLIOGRAPHY ...

APPENDICES ... 125 127 127

129 140

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LIST OF TABLES

page

Table 2.1 Benefits of three types of interaction from three perspectives 25 Table 2.2 The General Averages of Hearing Loss Degrees 58

Table 2.3 Hearing Loss Degrees in Gaza 59

Table 2.4 Research Construct and Its Operational Definition 69 Table 3.1 Blueprint of Observation to Learners with Hearing Difficulty 79 Table 3.2 Summary of Strategies to Establish Trustworthiness 89 Table 4.1 Children With Hearing Difficulty in Classroom

(Attitude, Behavior, Experience, Opinion, and Knowledge) 91 Table 4.2 Learning English (Strategy, Motivation, Feeling, What the

Learners Acquire, and How Learners Acquire English) 92 Table 4.3 Facilities and Teaching Aids (Stationary, Workbook,

Notebook) 94

Table 4.4 School Environment (Setting of Classroom, Social

Environment Around the Classroom) 95

Table 4.5 Indicators In A Field Note When Playing Game 96

Table 4.6 Sample of the First Interview 98

Table 4.7 Sample of the Second Interview 100 Table 4.8 Participants’ Personal Information 102 Table 4.9 Emergent Themes and Sub-Themes of the Study 108 Table 4.10 The Changing Nature of the Collaboration Between Teacher

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LIST OF FIGURES

page

Figure 2.1 A Model for EFL Program Design for Young Learners 21 Figure 2.2 Venn Diagram Illustrating Educational Games 29

Figure 2.3 A Screenshot of Papa’s Cupcakeria 46

Figure 2.4 A Screenshot of Legacy Online 47

Figure 2.5 A Screenshot of Atlantis:The Lost Tales 48

Figure 2.6 The Ignatian Pedagogical Paradigm 67

Figure 2.7 The Framework of the Research 73

Figure 3.1 Research Procedure 82

Figure 3.2 Bontekoe’s Basic Form of the Hermeneutic Circle 83

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LIST OF ABBREVIATIONS

NGO : Non-Governmental Organization

SLB B : Special School (Sekolah Luar Biasa) for Learners with Hearing Difficulty

ABK B : Learners with Hearing Difficulty (Tuna Rungu) ABK C : Learners with Mental Retardation (Retardasi Mental) WHO : World Health Organization

NICHCY : National Dissemination Center for Children with Disabilities MMOML : Merc Mannual’s Online Medical Library

ASDC : Atfaluna Society for Deaf Children

dB : decibels (the unit of measurement the intensity of hearing) SCIPS : Strategies for Creating Inclusive Programmes of Study

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LIST OF APPENDICES

page

Appendix 1 Photographs 141

Appendix 2 Field Notes of Classroom Observations 144

Appendix 3 Field Notes When Playing Game 155

Appendix 4 Interview Transcripts 166

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xiv

ABSTRACT

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projects are expected to be able to empower the marginalized learners and develop the education condition in Indonesia.

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ABSTRAK

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yang dikomputerisasikan mampu membantu para partisipan untuk mengingat kembali pembelajaran yang sebelumya dan mengalami pembelajaran baru secara mandiri.

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CHAPTER I

INTRODUCTION

In the first chapter, I would like to introduce my study to readers through elaboration of my study background, problem identification, problem limitation, problem question, goals of the study, and the benefits. The elaboration comes in the course of my concern with children with special needs. Below is my personal experience which results to this study.

In 2009, I watched news program in one of private television stations about a concert held for children with special needs. This concert performed a young pianist from China who was also physically defected. She had hands like crabs or around four fingers only. Though only having four fingers, she could play the piano beautifully as if she had been a normal child. Then, my memory went back to 1998 when I, for first time, met to two special people. They were my neighbors and had always amazed me when hearing about their experiences.

The first person was Mr. Lukas, a pseudo name, who is visually impaired because of an accident. He is both a great teacher and motivator, especially for visually impaired people. We often met and talked about his experiences joining NGO to help people with special needs, particularly children. At that time, I wondered how they could survive in the world which gives them lots of difficulties due to their limitations.

Later Mr. Lukas introduced me to her friend who apparently lived near my house, Ms. Jeni, a pseudo name, who was also a person with hearing difficulty.

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She was a teacher in a private special school in Yogyakarta. To get a better education, she moved to Wonosobo, an area in Middle Java, and got her undergraduate degree1. In 2009, we met again. When she knew I was an English teacher, she always tried to speak in English with me. I was so surprised that I could communicate with her fluently as her oral language and pronunciation in English were easily understandable even though I never engaged with people with special needs. Since then, I am always curious about how people with special needs learn languages, particularly children.

Ms. Jeni taught in a private special school in Yogyakarta, teaching young learners of kindergarten and elementary school. She then explained to me that English in her school was simply taught and tried to convince me that the learners were good in pronouncing the words. She asked me to come with her when she was teaching to prove it. In another occasion, she explained further that not all learners with hearing difficulty in all special schools had the same ability in English because they had different methods in teaching. Since early age, the learners had been accustomed to technology when learning, such as computers.

Previously, a friend of mine had also done a research of material design for learners with hearing difficulty in SLB B Wiyata Dharma I Tempel

Lembaga Pendidikan Anak Tuna Rungu (LPATR) Dena Upakara in Wonosobo, Central Java was firstly founded and run by the nuns of the Daughters 1of Mary and Joseph (PMY, Indonesian acronym)in 1938. The number of pupils later increased, and in 1955 the nuns entrusted the care of deaf boys to the Brothers of Charity, who also opened a school Lembaga Pendidikan Anak Tuna Rungu (LPATR) Putra Don Bosco in Wonosobo in December 8, 1955. In 1995, Dena Upakara opened a special school in Wonosobo for these girls and boys. Later in 2000, the school was moved to Yogyakarta and named after Helen Keller (1880-1968), a blind and deaf American woman who successfully graduated from college and became an author, lecturer and activist for women´s suffrage, workers´ rights and the anti-war movement. It obtained government recognition in 2005 (http://donboscolabtik.blogspot.com/2012/01/sejarah-slbb-karya-bakti-wonosobo.html).

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Yogyakarta. They used a simple method for teaching English to young learners. Computers were used in learning only for learners who had been in Senior High School. However, there were times when the learners were permitted to use computer with the teacher’s assistance. Unfortunately, they finally only played some games installed in the computer. When playing, sometimes the learners asked questions to teacher about things they did not understand. The teacher realized this condition. It was done minimum once in a month to compare the learners’ current knowledge and the English expressions they found in the game. The learners who mostly came from modest family were not accustomed to technology for their learning.. This condition did not ban the learners to access technology. At home, they had the access to technology through their family members’ laptop. Commonly they only played with it without truly realizing the functions of laptop. This arouse a question in my mind if the learners were aware if they could use other ways in English learning, such as computer games, which were more fun and challenging for them. However, the negative perceptions that computer games for children tended more destructive than constructive became another consideration. By playing games, the learners were expected not only to learn English but also to know the meaning of it. Thus, the appropriate game for young learners with hearing difficulty needed to be mainly considered.

This condition became my milestone in determining my mind to conduct a research in SLB B Wiyata Dharma I Tempel Yogyakarta to understand more on how they learn English. Therefore, this research is relevant to English education issues for two main reasons; marginalized learners are aware that they can use any

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media around them for learning and this awareness leads them to be independent marginalized learners.

1.1 Rationale of the Study

The essence of education is to educate learners to be more knowledgeable and then able to use their knowledge as a means to succeed in life. By having education, the learners are expected to think logically and critically in order to reach their full potential. Although education is aimed for all learners, in practice the application is later considered by the characteristics of the learners.

This study particularly focuses on the education of learners with hearing difficulty.

Learners naturally come equipped at birth with the ability to learn language (Li & Gleiman, 2002:90). Through language, learners are able to follow their education better. Their senses influence them to learn. However, different processes happen for each learner.

Kauffman and Hallahan (2006:8) mention that education for exceptional learners is required for realizing their full human potential. However, revealing the learners’ potential needs process. Richards and Renandya (2002:71) explain that progressive learning that becomes today’s trend in education is aimed to enable the learners to progress towards self-fulfillment. This later helps the learners to build learners’ autonomy in learning so that they will be more independent and able to manage themselves. Autonomy in learning is very important regarding to the fact that human beings always learn new things as long

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as they live. In learning, learners are gradually taught to form their self-autonomy which later leads to learners’ independence to improve their life quality. The improvement of learners’ life quality is characterized by the ability of the learners to self-fulfill their needs. It became the main reason of this study. As mentioned previously, this study was conducted to respond some issues in education that focus on the computer games in learning English by young learners with hearing difficulty. They need to learn English in order to be able to compete with normal learners when they get involved in the society, both in written and in spoken. From this phenomenon in English learning, the concept of pragmatic progressivism is employed. The purpose is to help the participants to be more autonomous and empowered in their learning because the participants of this study were marginalized by their limitation to hear as what normal children do.

In Indonesia, according to data from UNESCO in 20092, the implementation of inclusive education for children with special needs continues to decline. It was proven by the position of Indonesia in the 58th out of 130 countries in 2007. Meanwhile, in 2008 it declined to the 63rd out of 130 countries. In 2009, Indonesia was in the 71st out of 129 countries. The continuing decline shows that the education for children with special needs has not been fully considered. It is also supported by the few numbers of the teachers in Indonesia and the less- responsive curriculum towards the children with special needs.

The data from UNESCO was proposed in the Inclusive Education Stakeholders National Summit (Pertemuan Nasional para Pemegang Kebijakan dalam Pendidikan Inklusi) dealing with the Opportunities for Vurnerable Children (OVC) program held by Helen Keller International (HKI) Indonesia in Jakarta on Monday, November 30, 2009 (http://edukasi.kompas.com/read/xml/ 2009/11/30/17003448/soal.pendidikan.inklusi.ranking.indonesia.merosot.terus).

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Furthermore, the emerging issue about government policy dealing with better education for special needs learners also supports this study. According Act 20/2003 on National Education System3, every citizen has equal rights to receive an education. It implies that learners with special needs have equal rights and opportunities as well as other normal students in education, particularly in English learning, so that they will be able to socialize in society. Thus, development in ways of teaching needs improving. In addition, Minister of Education Decree No. 70/2009 on Inclusive Education4 also strengthens the actualization of education for special needs learners.

The changes in education happen along with the development of technology in teaching learning activities. Previously, learning using blackboard and chalk might have been good enough. Nowadays, learning using modern media, such as computer, viewer, and television, becomes more wanted to attract learners’ attention for a better learning. For this reason, many schools have tried to provide more modern equipment to support the teaching learning process. Berent

and Clymer (2003:2) explain that the challenges are obviously greater for learners with hearing difficulty to study English by the means of technology in non-English-speaking countries, like Indonesia. Hanson-Smith (2004) as stated by

T_{he main policy of Higher education system in Indonesia is regulated in the Act no 20, 2003 on}

the National Education of Indonesia. The Act no 20, 2003 is derived further into the Government Regulation no 19, 2005 on the National Standard of Education and, the Minister of Education decree no 28, 2005 on the National Accreditation Agency for Higher Education (http://planipolis.iiep.unesco.org/upload/Indonesia/Indonesia_Education_Act.pdf).

Minister of Education Decree No. 70/2009 on Inclusive Educationcovers inclusive education for children with disabilities and children with special needs. It stipulates the equal rights and access of people with disabilities to education and defines guidelines on the establishment and arrangement of special education at elementary, junior and senior high school levels (www.unescapsdd.org/files/documents/DPC_Indonesia.doc).

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Smith (2006) suggests that technology can provide the student with the means to control his or her own learning, to construct meaning and to evaluate and monitor their own performance. It means they can be more independent in learning.

However, based on estimation by Directorate of Special Education, learners with special needs only got attention about 3% from other normal learners’ population in education. The census in 2001 described only 3.7% who got service and allowed to study in school institutions either regular or specific school. The remained number of learners seems to be neglected and had not got a better education service.

Based on the reality above, learners with special needs, particularly learners with hearing difficulty, need more attention regarding to English education as mentioned above. In communication, they depend on using sign language or reading lips movement. From this consideration, there should be a better way in giving English lesson to learners with hearing difficulty. Media play an important role in contributing and creating several activities and knowledge to the learners. In learning process, media have very significant impact in improving the learners’ competency. Appropriate and representative media enable the teacher to give a good effect in language learning process. Therefore, more attractive and challenging media is needed. With the improvement of information technology, computer game is believed to be one of good ways to facilitate and support the learners in learning in order to become autonomous learners both inside and outside their school.

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It is also supported by Doyle & Dye (2002:10) who focus on the essential of using the visual input techniques because most of the learners with hearing difficulty are less attentive, easily discouraged and come out less confident in the classroom than the normal learners. These learners are easily fatigued when learning due to the efforts they need to do. As the consequence, the increased fatigue levels make these learners’ behaviors more irritable in the classroom. For this reason, the English language learning of the learners with hearing difficulty becomes slow. Therefore, computerized games using visual input techniques may play a basic role in enhancing leaning through visualization, experimentation and creativity of play which become fundamentals the effective teaching for the learners with hearing difficulty (Betz, 1995:34).

In addition, learning language can be more interesting through using educational games as teaching aids (El-Harbi, 2009:34). As a result, computerized educational games, a combination between educational games and computer, began entering the classrooms as a prominent topic in teaching learners with hearing difficulty. Li (2007:87) defines the computerized educational games as instructional activities are based on entertainment, competition and reinforcement while presenting a superficial or simulated reality. The uniqueness of computer games in English learning in terms of moving pictures and relevant stories related to daily life, and the possibility to apply it outside school hours make learning process become more interesting and challenging to do. Langran & Purcell (1994:43) see that the teachers should know that explanations and examples can be enlivened by varieties of educational games. Bennett (1987:79) concludes that

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when learners use computerized educational games in the class, they will motivate the learners to finish the given tasks, even when the process required long periods of time.

These considerations later focused my mind in helping the learners with hearing difficulty in SLB B Wiyata Dharma I Tempel Yogyakarta to enhance their English learning with computerized educational games. Against the learning methods applying nowadays for marginalized learners, the need of this research is apparent.

1.2 Problem Limitation

Pointed towards highly the visual input techniques, the study used a computerized educational game as one of the visual input techniques to help children with hearing difficulty to develop aspects of English. The game does not only bring the visual input for the learners, but also a direct way in teaching the learners. So, the researcher used a certain computerized games to develop English for children with hearing difficulty.

Despite the importance of using a computerized game in the classroom for children with hearing difficulty, using them is not the main challenge. Nielsen (2006:80) shows that the real challenge for using computerized games in teaching and learning language for children with hearing difficulty is where computerized games can give a better learning experience language.

This study is along with Berent, et al. (2007:200) that the roots of the challenge are emanating from the lack of empirical classroom researches in

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teaching English for the learners with hearing difficulties. In other words, it is considered that the real challenge is in the effective use of the computerized games on developing English for young learners with hearing difficulty. Meanwhile, in SLB B Wiyata Dharma I Tempel Yogyakarta, technology has not been used yet for all levels of learners during the existing limitations.

To enhance children with hearing difficulty’ acquisition of English and to increase their motivation for learning English, this study attempts to examine the use of a computerized educational game as one of the reflections of the visual input in the field of teaching young learners with hearing difficulty.

In the current study, the enhancement of using a computerized educational game to develop English for children with hearing difficulty is examined. In addition, there is no study in Indonesia that tackled the use of computer games for teaching English for young learners with hearing difficulty in SLB B Wiyata Dharma I Tempel Yogyakarta. However, in the case of educational research, the game used was contextually made educational through the engagement between the participants and the researcher.

1.3 Previous Related Studies

This part elaborates the previous studies similar to this study. There are three fields of discussion concerned to differentiate the studies. The first one dealt with studies that examined the effectiveness of using computerized educational games in teaching English language. The second field is related to the studies which investigated the effect of using computerized educational games in teaching

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other school subjects. The last field of the discussion engaged in studies that examined the effects of using computers in teaching English language and other school subjects for learners with hearing difficulty.

The first study of computer games use in teaching English Language for the ordinary students that will be discussed was conducted by Palmberg (1988) who investigated the effect of playing computer games on learning English vocabulary for Swedish-speaking in elementary level and discuss the role of computer games as a technique used to teach English in Finland. This study shows that computer games help students to learn new English vocabulary at their own pace, depending on how they are focused on the learning. Another study presented by Lim (2005) was on the effect of English reading instruction with the application of computer games for the 4th grade learners compared to the traditional method in China. The result of this study showed that learners who experienced more reading materials could improve their English language better than those who were just controlled. Therefore, this study reveals that reading skill in learning English language can be improved by using computer games if suitable techniques and materials are well-prepared. Following Lim, Yu (2005) carried out a study in Japan about the effect of grammar-based instruction computer games on learners’ motivation and classroom atmosphere. From this study, it was shown that after using computer games, the learners were more learner-centered and improved their accuracy in grammar. The next study also examined similar discussion. Hamzah and Dourad (2009) did the study on the effects of using computer games in teaching grammar, particularly present simple

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tense and past simple tense. They also aimed to gain imminent of the teachers and learners in Malaysia when using computer games in teaching and learning grammar. This study recommended that using computer games on learning grammar can be an effective way. Different from the previous studies, Kablan (2009) intended to observe if using computer-game-based exercises increased the learners’ performance and academic achievement among 1st and 2nd graders. The study showed that the academic achievement enhanced as a result of using computer games which facilitate the learning process.

The other field of study is teaching other school subjects for ordinary students with computer games. Apparently computer games are used not only for learning English language, but also for learning other subjects. One of them is for treating reading disabilities. The study was conducted by Al-Helih dan Ghuneem (2002) who examined the impacts of computerized and ordinary linguistic educational games in treating reading abilities for the 4th grade of elementary school learners in two private schools in Amman. The study revealed that learners showed that learning reading using computerized games was more effective than ordinary games. Another school subject using computerized educational games is mathematics. Neimeyer (2006) intended to find out if the use of computerized educational games has an effect on the mathematics achievement of the learners of the seventh grade in Texas. Meanwhile, Tuzun, et al. (2008) tried to observe the effect of using computer games on Turkey’s primary school learners’ achievement and motivation in learning geography. The result showed that the computer games were effective instruments for learners to improve their

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achievement and motivation for both in mathematics concepts and in effective geography learning.Therefore, it is even convincing that computerized educational games are great help for learners with hearing ability to learn English language. The fun the learners get from playing the games motivate the learners to know more about what they learn.

The other area of related researches is teaching English Language with computer games for learners with hearing difficulty. Related to this study, there were some studies similar to this study conducted in the same field, which is using computerized educational games in teaching English language for learners with hearing difficulty. Fogel (1990) examined the effectiveness of computerized educational games called the "Yes-No" game in order to overcome the difficulties of formation Yes -No Questions for the deaf students. Meanwhile Melon (1991) continued the study by conducting a Question Game study. The purpose was to explore the effectiveness of highly visually-oriented Computer as Assisted Instruction (C.A.I) for teaching syntax to learners with hearing difficulty. In this study, Melon used Yes-No Game and WH-Game. Both studies show that the games may help the learners to learn and memorize simple grammar and assist the teacher to adapt teaching with new technique. Another study by El-Dosoqi (2003) investigated the effect of electronic educational games to help the learners with hearing difficulty to look toward the individual differences. This study focuses on the characteristics of the games and the criteria of the use. The result concluded that the unique characteristics of the learners were not a matter for the teacher to use computerized educational games in teaching. Furthermore, this study

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suggested the curricula designers to include modern educational teaching techniques in the curricula in order to help the learners with hearing difficulty to learn better. Barker (2003) , in addition, examined the acquisition of “everyday” vocabulary of learners with hearing difficulty in an auditory/oral program called “Vocabulary Tutor” program. Briefly, this program gave the children sound and written form with drawing and pictures for each word to be learned. After being conducted for three years, this study revealed that this program helped the learners with hearing difficulty who were labeled not having good linguistic ability to acquire and develop their vocabulary. As the proof, most children involving in the study kept more than half of the new words after a month.

From the previous studies divided in three different areas, it shows that implementing computerized educational games for teaching learners with hearing difficulty brought positive results on their learning. The studies indicated that the learners can be more learner-centered in learning and able to learn at their own pace because the learners were encouraged and motivated in learning through the fun the games offered. They became more independent learners. The different characteristics each learner had did not prevent the learners from developing themselves to learn many school subjects by the assistance of computerized educational games. However, they should be assisted first by the teacher before being able to operate the games themselves. Nevertheless, this study focuses on different topic of the previous conducted studies.

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1.4 Research Question

The previous discussed studies have directed this study to a question related to the English language learning of learners with hearing difficulty. The study, therefore, is aimed to address the following research question: How do computerized educational games enhance young learners with hearing difficulty

of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning? To reach an understanding of this question, it was important to turn to those who have lived such difficulty to experience another method in learning. As the result, what the meaning is to the learners can assist in proving the answer to this question.

1.5 Research Goal

In conducting this study, a deep engagement with the young learners was needed in order to reveal what was behind the learners’ experience during their playing the computer game, in which this study used computerized educational game The Sims (2000). The goal of this study was to describe and interpret the participants’ enhancement of young learners with hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning with computerized educational games.

The observations also revealed some actions done by the learners when applying the technology and processes happened. Their actions were then actualized in a form of long and thick description based on conducted interviews and video recording. The result of the interviews and video recording finally revealed the goal of this study. In revealing the goal, this descriptive-interpretative

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research also discovered emerging themes of participants’ meanings of computer games and tried to understand the participants’ experiences during their English learning when playing computer games.

1.6 Significance of the Study

SLB B Wiyata Dharma I Tempel Yogyakarta is one of public special schools in Yogyakarta which has not implemented technology in English learning. The study of computerized educational game to the participants in this school was essential in order to understand their experience when playing computer games. It was expected to bring some theoretical and practical benefits for future English learning. I chose 2 participants of 5th grade for this study. I expected to find new information and life insight about this subject. For the teachers in SLB B Wiyata Dharma I Tempel Yogyakarta, this study provided theoretical benefits that might help the teachers in knowing the learners better and finding new methods in teaching them.

In addition, this study provides practical benefits for the young learners in experiencing computer games as a way in English learning. It also helps them to be aware that they are actually able to learn independently and monitor their learning themselves. Finally, the result of this study can provide information to the stakeholders to be used in adjusting related curriculum and policies in education with the contextual needs of young learners with hearing difficulty. In elementary school, English is taught as a local content. Even though there are standard competencies the learners should achieve, it is different from standard

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competency that children with hearing difficulty should achieve. Therefore, the suitable curriculum and policies will encourage special schools to arrange their programs during the academic year suitable with the learner’ needs. Later, by having this study, experts in technology is encouraged to create more effective, interesting, and challenging computer games that can be used by children with hearing difficulty to improve their English autonomously.

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CHAPTER II

LITERATURE REVIEW

The second part describes how I answer my problem formulation theoretically by providing the foundation for contributing to the knowledge base. For this reason, I need to clarify the concepts used in my study in order to put the problem in the context of English education in theoretical review. By having the theoretical review, as Merriam further discussed, I also demonstrate how the present study advances, refines, or revises what is already known and show how my study deviates from what has already been done. Thus, in theoretical review, some related theories are elaborated. Later some related researches that have been conducted previously are also structured so that both related theories and researches help me to build my theoretical framework of this study and put the statement about the hypothesis of this study which becomes the aim to achieve in this study.

2.1 Theoretical Review

Theoretical review elaborates any theories which give a clear understanding about the constructs and related concepts conceived in my research title, problem identification, problem limitation, problem formulation, goals, and prefigured theme coding. Besides, it situates my study in the knowledge base of the field. These theories are not a compile of quotations only, but a tool to help me build up coherent schemata theoretically. In relationship with the topic of my

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study, computer games and English learning for young learners with hearing difficulty, there are some related theories discussed. Those theories are categorized into five big parts, which are: (1) English Learning, (2) Educational Games, (3) Computer-Assisted Language Learning (CALL), (4) Computerized Educational Games, and (5) Young Learners with Hearing Difficulty.

2.1.1 English Learning

In learning English language, second language acquisition becomes crucial because knowing how learners acquire languages and what things affect the process of acquisition help me to focus more on what to concern. Therefore, this section elaborates how English language is learned by the children, the input and interaction for the learners, and learning strategies used by the learners.

2.1.1.1 Children in Learning English Language

Children are excellent learners who can acquire language naturally. Unconsciously, they are influenced by their environment and imitate what they see and hear. This is along with what McGlothlin (1997) mentions. He divides the English language learning process into two parts. The first parts deals with how the new language comes to the learners and the second part deals with the idea of how the learners come to the language (the strategies the learners use to learn the language).

One needs motivation in learning process, both internally and externally. As for children, they are easily self-motivated. No thought that learning English

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language is difficult appears to them. Moreover, their innate language-learning strategies to learn language have not yet diminished just like as they grow older. For these reasons, children can learn language faster than those older than them, in various paces depending on how their learning setting is. Paradis, Kirova, and Dachyshyn (2009: 3) state the different results are due to:

1. Language aptitude

Each child’s language aptitude varies among individuals. It is an inherited characteristic, so that it cannot be changed.

2. Age of acquisition

Learning language in all ages is possible. However, it is better to learn language during their early stage of development, which is during the childhood. Children’s ability in learning new knowledge is innate. Therefore, different outcomes will appear when individuals of different ages learn language at the same learning setting.

3. Socio-economic status

The family’s socio-economic status of children will affect the learning results. It is primarily measured through the levels of education and income of the parents. Children from higher-education and higher-income family will learn differently from children from common family since the parents will treat their children differently at home.

4. Quality and quantity of English exposure

When learning in class, children have the same materials given by the teacher. Nonetheless, as they are outside the school, children have different

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experiences in learning, depending on the books they read, people they talk with, and environment they live in.

For these reasons, when in school, learners should be provided with appropriate learning materials. Therefore, the teacher has the responsibility to provide the learners with proper materials and exposure, as well as opportunities for learning English (Cameron, 2002: 15). The exposure is in the form of activities adjusted to the learners’ need and interest, instead of the curriculum. It is supported by Bejarano and Gordon (2012) who suggested a model for designing a program to teach English as a foreign language for young learners, taking into account the young learners’ cognitive and affective needs.

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The figure explains that in order to create a teaching program to teach English language, teacher should consider the objectives in order to create and compile the best teaching materials for learners. On the other hand, the suitable teaching techniques and activities are also designed, regarding to the learners’ background as mentioned previously.

The explanation above reveals that what and how the learners will learn can affect their next learning development. Teacher should pay attention on some points before teaching. Thus, preparing the suitable materials and activities is necessary.

2.1.1.2 Input, Interaction, and Negotiation of Meaning

Input, interaction, and negotiation of meaning theories relate to what and how the learners experience the phenomenon. However, the understanding of these theories can improve my ability in treating my participants equally to create supporting atmosphere in conducting this study. The explanation of what actually input, interaction, and negotiation of meaning are will be stated as follows.

2.1.1.2.1 Input

In language learning, input is an essential part that can be obtained orally and literally in both natural settings and classroom. As cited in Beatty (2003), Ellis indicates that input refers to the language which learners are exposed to. It can be ‘comprehensible’, one that the learners can understand, and ‘incomprehensible’, one that the learners cannot understand. In addition, Nunan

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also states that input is actually a message aiming to the learners that while they consist of structures and grammar, the learners’ current competence are made understandable by the context where they occur.

Yang (2007:10) suggests that in order to understand what input should be exposed to the learners, the importance of input defined by three different views – behaviorism, nativism, and constructivism – should be elaborated briefly. The behaviorism view sees input as stimuli and language acquisition occurs when responses to stimuli are conditioned. Meanwhile, the nativism states that human beings naturally possess Language Acquisition Device (LAD) and it can be turned on once they have the access to input. Therefore, here input is used to trigger our innate language learning ability. Different from the previous views, constructivism believes that language can be acquired from the result of input as well as interaction with others.

Yang, further, elaborates that according to Krashen’s Comprehensible Input Hypothesis, acquisition happens when the learners understand messages which are just far away from their current development stage. Therefore, comprehensible input in language acquisition is important. Krashen explains further that there are four characteristics of optimal input for acquisition, as cited in Kenning and Kenning (1990). Those are comprehensible, interesting and/or relevant to the acquirer, not grammatically sequenced, and provided in sufficient quantity. However, merely receiving comprehensible input does not guarantee the acquisition since comprehensible input is a necessary, but not the only condition in language acquisition (Yang, 2007:16). This input is later converted into intake.

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For this reason, Schmidt (1983) argues that learners need to notice input before assimilating it into intake.

From the theories above, input is considered as one of important learning components to create a successful learning outcome. Nevertheless, to make input comprehensible and meaningful, the ways the learners interact affect the learning process and outcome.

2.1.1.2.2 Interaction

Interaction is one of characteristics of any living species. Animals, plants, and human beings interact. Ellis (1999:1) defines interaction as the social behavior that occurs when one person communicates with another. It can occur inside our minds, both when we engage in the kind of ‘private speech’ and when different modules of the mind interact to construct an understanding of or a response to some phenomenon. Therefore, Ellis divides interaction as interpersonal and intrapersonal. Meanwhile, Hall (2004:611) explains that interaction is not just merely to gather individuals to work toward a common goal that leads to transformation. She adds that interaction is the relationship that is developed, with the methods by which talk is accomplished in this relationship creating the object of knowledge and, at the same time, the tool by which that knowledge is known. In other words, interaction is a way to convey thoughts between individuals.

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Related to this study, as cited in Paiva (2011:1), Chapelle (2003) proposes another kind of interaction, that is ‘between person and computer’. She later synthesizes the basic types of interaction to three different perspectives on the value of interaction discussed by Ellis (1999) – interaction hypothesis, sociocultural theory, and the depth of processing theory. The synthesis is elaborated below.

Table 2.1 Benefits of three types of interaction from three perspectives [in Chapelle (2003) as adopted by Paiva (2011:1)]

From the table, as Paiva writes, Chapelle tries to explain further about the type of interaction she offers as follows.

The cells in the table suggest the hypothesized benefits to be attained through interaction from each of the theoretical perspectives. For example, from the perspective of the interaction hypothesis, interaction between people is expected to promote negotiation of meaning, and if it does so, this should be beneficial for language acquisition. Since the three theories do not specifically address learner - computer interactions, I have filled in the logical predictions in italics. (2003:56)

Chapelle’s explanation emphasizes that interaction occurs not only through oral or written media but also through electronic media, such as computer. This

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interaction brings the learners enhanced input. Later, the learners learn to use computer as a help for them to focus on learning language.

However, computer use in language learning can also disturb the learners. Paiva (2011:5) discusses the behavior of human beings and computer in her paper. She clarifies this statement.

The same way silence or a still face disturbs the participant in an

interaction, as shown in Tronick’s experiment, computers also

disturb their users if the machine does not give them any hint in response to their actions. Computer specialists took interactional instinct into account when they devised semiotic clues to calm us down. To mention just a few, an hour-glass tells us that it is worth the wait for saving a file, or opening a program; a specific sound gives us feedback about wrong actions, and a green bar informs us about the progression of a file downloading, where one can see a myriad of different information pieces: percentage of downloading, the representation of the percentage in a bar, the amount of MB downloaded, the rate of the transference speed, and the amount of time expected for the conclusion of that task. (Paiva, 2003)

Based on this explanation, it indicates that learners need to be provided with signals to facilitate their interaction with electronic devices.

From the explanations above, it can be inferred that interaction is unavoidable and happens everytime. The hour-glass, the specific sound, or the green bar appearing repeatedly inform the learners about what is actually happening and later they learn what to do through trials and errors when the signals appear.

2.1.1.2.3 Negotiation of Meaning

When learning, learners often find themselves in confusion. Interaction allows learners to engage in the negotiation of meaning through signals occurring

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during the interaction. Long (1996) as cited in Yang (2007:22) defines negotiation as:

The process in which, in an effort to communicate, learners and competent speakers provide and interpret signals of their own and their interlocutor’s perceived comprehension, thus provoking adjustments to linguistic form, conversational structure, message content, or all three, until an acceptable level of understanding is achieved.

This negotiation encourages language acquisition because of the occurrence of interactional modification as expressed by Long (1996) as the Interaction Hypothesis (Gass, 2003:234).

Negotiation for meaning, and especially negotiation work that triggers interactional adjustments by the NS or more competent interlocutor, facilities acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways.

It explains that negotiation of meaning takes place when the learners do not understand some utterances. In the process to negotiate, learners learn to both pay attention to the utterances that are not comprehensible and attempt to produce comprehensible output.

When negotiating meaning, learners obtain feedback for their study, implicitly and explicitly (Gass, 2003; Long, 1996). Implicit feedback appears indirectly in form of clarification requests, confirmation checks, and recasts. Meanwhile, explicit feedback happens directly to correct the learners’ errors (Braidi, 2002).

The concept of negotiation of meaning appears as a result of learners’ inability to comprehend a part of their learning. In the process, learners will get

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feedback from what they do. It can be positive, such as appraisal, or negative, like rejection. In this study, feedback is essential to provide the learners with the ability to analyze and later overcome problems happening during their learning process.

2.1.2 Educational Games

During the learning process, motivation leads to the success of the learning. However, learning in classroom is considered as boring and not motivating to learners. Therefore, games are developed to create different learning atmosphere. For this reason, educational games are created to give more motivation to learners during their learning process. In this part, the discussion about educational games is elaborated.

2.1.2.1 Definition of Educational Games

Educational games combine education and games to create different atmosphere in teaching learning process. Education is divided into many different disciplines. Therefore, different games are created to help learners learn different subjects. However, games in education are not always educational. Below is the illustration of educational games and games in education.

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= Games in education = Educational games

Figure 2.2 Venn Diagram Illustrating Educational Games

The figure above shows that games are used in education, but not always educational. They can be educational if it is prepared and conducted educationally.

Educational games exist to assist the learning through a more fun way. They bring joy as well as knowledge. Through educational games, learners are thought to be aware of the meaning and intrinsic value of the games.

An educational game, designed for learning, is a separation of both play and fun. Prensky (2001) mentions that an educational game is a melding of educational content, learning principles, and computer games. It is organized to provide both education and pleasure. Playing relaxes people, putting them in a accessible state for learning. Besides, it helps the learners to experience and explore more knowledge they can acquire during the game playing.

Games in education Educational games

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Another definition is from Allery (2004:40) who defines educational game as a competitive activity with a prescribed setting, constrained by rules and procedures in which the learning results from playing the game and not from the academic content. Rules and procedures limit the exploration of the learners to interact and behave when playing. However, through the limitation, the goal of the game should still be achieved. Therefore, learners should find out the solution to this problem.

Meanwhile, Sanchez, et al. (2007:65) define educational game as a way in which learners get repeated exposure to an aspect of language without being boring. As a result, games create a fun atmosphere of English teaching and learning.

Based on the previous theories, in this study, an educational game is defined as an activity containing educational content and learning principles to create fun and lovely atmosphere during the teaching learning process, but limited by rules and procedures in the implementation. However, the implementation of educational games in teaching English language depends on the characteristics of the participants of the study and objectives to be achieved in this study.

2.1.2.2 Characteristics of Educational Games

A game cannot be mentioned as educational just because it gives new knowledge to the learners. Nonetheless, Biocchi (2012) argues that an educational game has to be able to help the learners develop their characteristics. Besides, it also offers some sort of social interaction in order to help the development of the

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learners’ characteristics. Biocchi, further, explains that an educational game should never punished learners because of getting a wrong answer. Instead, it should display the instructions again or have them solve a simpler problem. It means an educational game should create comfortable feeling for learners, so that they can improve themselves.

According to Harvey & Bright (1985:5), an educational game should involve a challenge against either a task or an opponent, but limited by a definite set of rules. It is also considered from two points of views, psychologically and socially. A game is psychologically called educational if it does not separate from the real life situations, while socially if the events in the game reflect the importance of social life and how to build social relationship. Of course, there are some problems might occur within the game, but an educational game should provide the learners with possible solutions and a risk of ending the game if the solutions cannot be obtained. Furthermore, a game should be easily engaged by learners to create simultaneous learning.

Other researchers, McCarthy (2002:90) and Pham (2007:65), present that to teach English language, an educational game focuses student's attention on specific structures, grammatical patterns, vocabulary items, spelling, and pronunciation. In other words, the game can be used within all skill areas in any language teaching situation. Moreover, it should have the functions as reinforcement, revision and enrichment to the learned material. It means the game needs to implicitly contain knowledge. An educational game, furthermore, provides a healthy competition and relax situation to let the learners enjoy the

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process of the playing. However, it needs to provide feedback both for the learners and the teacher. To create successful learning, the age and language levels of the learners should be considered as well in order to choose an appropriate game that is equal for both slow and fast learners.

As cited in Rainders (2009:2), Prensky (2001) argues that games share some characteristics. They are actually the representation of a story which contains rules, goals and objectives to achieve by interaction. Games also offer learners with conflicts, competitions, challenges, and oppositions. Those problems in games can be either solved or left abandoned. No matter what the result is, games should give outcome and feedback to learners to improve their playing better.

Based on the characteristics mentioned above, in this study, an educational game not only provides fun and easiness to play, but also should consider the psychological and social development of the learners. Therefore, the tasks and goals set by the rules need to accommodate the process of development considering the age and language levels of the learners. It means during the playing the learners will face problems and an educational game should give the learners a chance to solve them. This situation teaches the learners to be able to overcome problems coming to them in life.

2.1.2.3 Advantages of Using Educational Games

Games used in education are considered beneficial for the teaching learning process. If prepared and conducted properly, games can give more

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advantages in educating learners. Moursund (2007:30) analyzes games from three points of views, namely cooperation, independence, and competition leading to the determination of winners and losers. It means that games should offer cooperation between learners. They need to learn to work together for achieving the goal. Games should also be competitive, leading learners to win or lose. By playing the games, learners are taught to know the risks when they win or lose. Finally, games should make learners become independent. Learners dare to do everything themselves, without others’ help.

Playing educational games, according to Keesee (2011) also help learners with focus, self esteem, and memory. Learners learn to be patient when waiting to achieve the next level. Once learners can get to the next level, they are encouraged to do better. Here is the part where learners’ self esteem start to improve. Along with the playing, learners actually recall their memory. So, games can be used to sharpen the learners’ memory.

Conscious learning can lead learners to boredom. Therefore, creating a meaningful context for language use is another advantage games present (Cross, 2002:15). Through games, learners can focus to their own learning. It helps teachers to create unconscious learning contexts during their teaching activity since learners’ attention is not on the language, but on the games and messages contained in the games. It means games might lead to a successful learning process when learners enjoy the process. It is supported by Nemerow (1996:25) who mentions that games is a different way that makes learning easier, more relaxed, fun, and encouraging.

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In conclusion, educational games can encourage both English language teachers and learners during teaching learning process to achieve the intended goals. Teachers are encouraged to create meaningful contexts which are relaxed, fun, and enjoyable to teach learners. Moreover, the games are expected to lead learners to learn independently and confidently. Meanwhile, educational games help learners enjoy the process and unconsciously accept the knowledge delivered through the games.

2.1.2.4 Which Educational Game to Use

There are many games able to be used in educating learners. However, not all games are applicable for educational purposes. Teachers should be careful in choosing games if they want to make them beneficial.

Firstly, teachers should consider the goals wanting to be achieved in teaching learning process. Then, they decide on the purposes of using a game, whether it is suitable with the learning goals. It needs to be concerned that a game might be appropriate and useful. However, as Gulin, et al (2011:221) say when its value is considered from the view point of foreign language teaching and then compared to the purposes of the learning, it may have little or no purpose. It means teachers should see if the game will support the goals of learning.

Furthermore, as cited in Shagga (2012:18), Nedomova (2007) explains that teachers also need to consider whether the games are only an effort to avoid boredom for the learners or really used to assist the learners to revise and practice particular parts of grammar and vocabulary. This means that games should really

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be aimed to help learners acquire English language better, not just to have some fun.

Considering the level of the game is equally important while choosing games. Biocchi (2012) explains that it is crucial if educational games have to be a simple user interface and control scheme. Learners as players should be able to pick up the games and play them without needing to memorize any complex controls. So, different learners will have different levels. Teachers should decide whether the level of the games fits students’ language level because a game may become difficult when it is beyond the learners’ level or it may become boring when learners find it too easy to carry on (Deesri, 2002:77).

To sum up, to choose the suitable games for educational purposes, teachers should consider the purposes of the teaching learning process to be adjusted with the learners’ level, including their age, achievement level, family background, and context of learning. Teachers should take all these factors into the account to choose appropriate games. Moreover, they should provide the opportunities to cooperate, participate, and compete in learning to help them to be more motivated.

2.1.3 Computer Assisted Language Learning (CALL)

Computer as assistants for learning or so called as CAL (Computer Assisted Learning) has been an essential need. In educating, teachers have long involved computer as a means to transfer knowledge to learners as the Information Technology (IT) develops rapidly. It is considered as a useful device

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to help learners cope with their learning in order to get improvement. As Young (2009:34) explained that computer can be placed in any locations where learners can learn freely. It means that computer can be situated in the classroom, in a specially designed area of a library, or in any convenient location where the students, or small groups of students can work uninterruptedly. Moreover, now there is portable computer called laptop and tablet that can be brought everywhere easily to support the learning process.

In learning language, furthermore, it is unavoidable that computer is extremely needed. More programs to help language learning are then developed. Even, there are more English teachers using CALL. In this part of discussion, there are some points of CALL elaborated, namely the definitions of CALL, the advantages, the disadvantages of CALL, and why we need CALL.

2.1.3.1 Definitions of CALL

CALL is both exciting and frustrating as a field of research and practice because technology changes so rapidly that CALL knowledge and skills must be constantly renewed to stay apace of the field. Hence, it is essential to find out what this term actually means. For this reason, the various definitions of CALL are elaborated.

CALL was firstly agreed in the 1983 TESOL convention in a meeting of all interested participants. Later, this term is widely used to refer to the area of technology and second language teaching and learning (Chapelle, 2001:3). This

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idea is also stated by Levy (1997:1) who explains that CALL is the search for and study of applications of the computer in language teaching and learning.

Different from Beatty (2003:7) who elaborates that CALL accommodates its changing nature as any process in which a learner uses a computer and, as a result, improves his or her language. CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials. It means CALL has replaced teachers’ role in learning while the learners are outside the school.

For Prensky (2001:122), the term CALL is used by teachers and students to describe the use of computers as part of a language course. It presents a stimulus presented in any combination of text, still images, sound, and motion video to which the learner must respond. The learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone.

However, nowadays CALL as considered here does not include simply the canonical desktop and laptop devices we label computers. It also includes the networks connecting them, peripheral devices associated with them and a number of other technological innovations, such as PDAs (personal digital assistants), mp3 players, mobile phones, electronic whiteboards and even DVD players, which have a computer of sorts embedded in them (Levy and Hubbard, 2005).

In the study, CALL is described as a means of assisting language learning by the use of a computer. The learners are unconsciously set with rules,

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reward, and consequences. During the learning process, they are expected to realize the relation with the real world.

2.1.3.2 Advantages of CALL

There are a lot of advantages of CALL for language learning. Here are the advantages as stated by Felicia (2011:45). She described some points what CALL actually offers as follows.

1. Interest and motivation – to avoid a monotonous, boring, and even frustrating learning, and to provide learners ways to learn English more interestingly 2. Individualization - to be free to do trials and errors in learning, without being

afraid to be disturbed by anyone

3. A compatible learning style – to be able to adjust their learning speed

4. Optimal use of learning time – to decide how long they will learn through computer

5. Immediate feedback – to have faster learning progress because learners know what mistakes they should solve

6. Error analysis – to recognize specific mistakes the learners need to solve 7. Guided and repetitive practice – to be able to realize the concept of the

learning

Similar to Felicia, Hubbard (2009:2) states that this can be explained with respect to a number of different perspectives:

• Learning efficiency – learners are able to pick up language knowledge or skills faster or with less effort;

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• Learning effectiveness – learners retain language knowledge or skills longer, make deeper associations and/or learn more of what they need;

• Access – learners can get materials or experience interactions that would otherwise be difficult or impossible to get or do;

• Convenience – learners can study and practice with equal effectiveness across a wider range of times and places;

• Motivation – learners enjoy the language learning process more and thus engage more fully;

• Institutional efficiency – learners require less teacher time or fewer or less expensive resources.

Thus, CALL facilitates the learners to have more motivation and autonomy during independent language learning. It also provides the learners time and space flexibility where the learners can learn to manage their time and choose the best place where they can learn. Another reason why CALL is important is that it gives direct feedback and error correction. The learners do not have to wait their teacher to give comments on

2.1.3.3 Disadvantages of CALL

Despite its benefits, CALL might also bring disadvantages. In language learning, if not carefully planned, the implementation of computers can result some problems, both for the teachers and for the learners. Here are some points of the CALL disadvantages.

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Interview Transcript IV

Participant B

Location : Kiko Japanese Restaurant – Magelang Street Date : Thursday, April 4, 2013

Time : 05:10 p.m. to 06:00 p.m.

COMMENT TEXT CODING

When it was participant B’s turn, participant A held her drink and enjoyed it. I told her already that I was about to interview participant B.

R B, kita ngobrolin game yang kemaren itu ya?

P Iya.

R Kemaren mbak Kiki lihat B sudah bisa beli banyak sekali?

P Iya, lampu, meja, dan kursi. Kemaren ibu beli motor. Baru.

SCF

R Oh asik ya. Eh, bahasa inggris lampu apa sih?

P (thinking then checking her mobile phone dictionary)… Ah, lamp.

R Yups, bener banget. Terus habis udah beli?

P Bingung. CHL

R Kenapa?

P Beli ikan aquarium. Penuh. CHL

R Ikan apa sih Inggris-nya?

P Fish.

R Warna ikannya apa?

P Kuning… yellow. CRT

R Jadi, ikan kuning apa dong Inggrisnya?

P Fish yellow.

R Hah?

P Salah? Yellow fish?

R Iya, itu yang benar.

Eh, waktu main kemarin, ada yang sulit tidak?

P Banyak benda. Penuh. Sini, jelek. Sana, jelek. Tidak bisa putar.

CHL

R Kemaren setelah mbak Kiki ajarin, bisa?

P Iya. Yang lama, jelek, taruh di luar. Di ambil orang.

SCF

R Apa yang di taruh di luar?

P Yang lama.

Kan kerja terus, dapat money (laughing). Aku suka belanja banyak.

MTV

R Terus nanti kalau uang habis, no eating?

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R (laughing)

Tapi kemaren mbak Kiki lihat B sibuk pindah barang.

Kenapa?

P Supaya bagus dan luas. Aku suka rumah bagus.

Rumah mbak Kiki luas?

MTV SCF CRT

R Iya.

P Bagus ya?

R Tidak, biasa saja.

P Aku mau main ke rumah mbak Kiki. (She then told participant A about it and they asked me if they were allowed to sleep over in my house)

Boleh?

R Boleh, tapi kalau sudah ulangan. A dan B juga libur kan?

P Iya.

R Sekarang kita makan es krim dulu ya?

P (She looked so happy) Oke.

We took ten minutes break for eating the pancake with ice cream. Afterwards, we continued the interview. R Kenyang sekali ya?

P Iya.

R Oh ya, mbak Kiki mau tanya.

B suka tidak kalau di sekolah nanti belajar bahasa Inggris-nya pakai game di komputer?

P Game? Seperti punya mbak Kiki?

R Iya.

P Mau. Tapi tidak ada komputer. Untuk SMA, belajar mengetik.

R Kalau ada, mau kan?

P Iya.

R Mau game seperti apa?

P Yang masak-masak. Klik klik klik, selesai, menang, terus lagi. Jadi, juara memasak.

CRT

R Kalau balap mobil atau perang, mau?

P Tidak, tidak suka perang. Jelek, banyak yang mati.

Kalau mobil, suka juga. Menang dapat hadiah.

SCF MTV

R Tapi, kalau nanti misalnya belajar

Matematika pakai game di komputer, mau?

(3)

R Kan bisa di kertas, terus di jawab di komputer.

P Bingung.

Kalau IPA, benda jatuh, bagus pakai komputer. Tidak menghitung juga.

CRT MTV

SCF

R Oh begitu…

P Buku tulisan semua, capek baca. CHL

R Terus kalau mau ulangan, apa tidak baca buku?

P Baca. Kalau capek, bicara dulu dengan teman. Terus baca lagi sampai ngantuk. Seperti anak kecil game, pagi sekolah, pulang capek.

CRT MTV

SCF

R (laughing) Iya, pelajarannya banyak ya?

P Iya. Pusing.

R Bisa saja.

Kalau begitu terima kasih ya, B, sudah membantu mbak Kiki.

P Sama-sama.

R Kita siap-siap pulang ya?

P Sholat dulu. B tidak, sedang mens.

R Oh oke, mushola di belakang. Yuk…

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The enhancement of young learners with hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning with computerized educational games.

THE ENHANCEMENT OF YOUNG LEARNERS

WITH HEARING DIFFICULTY OF

SLB B WIYATA DHARMA I TEMPEL

YOGYAKARTA IN ENGLISH LEARNING

WITH COMPUTERIZED EDUCATIONAL GAMES

A THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the

Magister Humaniora (M.Hum)

Degree in

English Language Studies

by

ANASTASIA KIKI WIDIANTARI

086332016

THE GRADUATE PROGRAM

IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

THE ENHANCEMENT OF YOUNG LEARNERS

WITH HEARING DIFFICULTY OF

SLB B WIYATA DHARMA I TEMPEL

YOGYAKARTA IN ENGLISH LEARNING

WITH COMPUTERIZED EDUCATIONAL GAMES

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the

Magister Humaniora (M.Hum)

Degree in English Language

Studies

by

ANASTASIA KIKI WIDIANTARI

086332016

THE GRADUATE PROGRAM

IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

ACKNOWLEDGEMENT

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

Interview Transcript IV

Participant B

Parts

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