THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT.
THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT
A RESEARCH PAPER
Submitted to English Education Department of FPBS UPI as partial fulfillment of the requirements for Bachelor’s Degree in English Education Program
by:
PRADITYA PUTRA (0902529)
ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGE AND ART EDUCATION
INDONESIA UNIVERSITY OF EDUCATION 2014
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THE CORRELATION OF PLAYING
ROLE-PLAYING GAMES AND
STUDENTS’ READING
COMPREHENSION OF NARRATIVE
TEXT
Oleh Praditya Putra
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Ekonomi dan Bisnis
© Praditya Putra 2014 Universitas Pendidikan Indonesia
Januari 2012
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND
STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT Written by:
Praditya Putra 0902529 Approved by: Main Supervisor
Dr. Wachyu Sundayana, M.A. NIP. 195802081986011001
Co-Supervisor
Lulu Laela Amalia, S.S., M.Pd. NIP. 197504092007102001
Head of English Education Department
Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121
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Praditya Putra, 2014
The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of Narrative Text
THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT
ABSTRACT
This research investigates the correlation of playing Role-Playing Games and students’ reading comprehension of narrative text. Thirty (30) ninth grade students who play Role-Playing Games participated in this study. Their frequency in playing Role-Playing Games and their ability in reading comprehension of narrative text are analyzed by using correlation research design. Correlation research design was used in this study in order to find out the tendency of relation between students’ frequency in playing role-playing game and their reading comprehension in narrative text. Creswell (2012, p. 338) states that correlation is a statistical test to determine the tendency or pattern between two variables or two sets of data to vary consistently. The result shows that the correlation degree between both variables is at the point of 0.687. It can be categorized as positive strong relationship which means that students who play Role-Playing Games have a tendency to get higher score in reading comprehension of narrative text. From the findings, it is recommended that Role-Playing Games can be used as a media to teach narrative text to the students.
Keywords: video games, Role-Playing Games, reading comprehension, narrative
text
HUBUNGAN BERMAIN ROLE-PLAYING GAMES DAN KEMAMPUAN SISWA DALAM MEMBACA TEKS NARATIF
Abstraksi
Penelitian ini meneliti korelasi bermain Role-Playing Game dan pemahaman bacaan siswa terhadap teks naratif. Tiga puluh (30) siswa kelas sembilan yang bermain Role-Playing Game berpartisipasi dalam penelitian ini. Frekuensi mereka dalam memainkan Role-Playing Game dan kemampuan mereka dalam membaca pemahaman teks narasi dianalisis dengan menggunakan desain penelitian korelasi. Desain penelitian korelasi yang digunakan dalam penelitian ini untuk mengetahui kecenderungan hubungan antara frekuensi siswa dalam memainkan peran-playing game dan pemahaman bacaan dalam teks naratif. Creswell (2012, hal. 338) menyatakan bahwa korelasi adalah uji statistik untuk menentukan kecenderungan atau pola antara dua variabel atau dua set data bervariasi secara konsisten. Hasilnya menunjukkan bahwa tingkat korelasi antara kedua variabel adalah pada titik 0.687. Hal ini dapat dikategorikan sebagai hubungan yang kuat positif yang berarti bahwa siswa yang bermain Role-Playing Game memiliki kecenderungan untuk mendapatkan skor yang lebih tinggi dalam membaca pemahaman teks narasi. Dari temuan, direkomendasikan bahwa Role-Playing Game dapat digunakan sebagai media untuk mengajarkan teks narasi kepada siswa.
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TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION……… i
PREFACE……….. ii
ACKNOWLEDGEMENT………. iii
ABSTRACT………... iv
TABLE OF CONTENTS………...v
LIST OF TABLES………... viii
LIST OF FIGURES………... ix
CHAPTER 1 INTRODUCTION………... 1
1.1 Background…... 1
1.2 Statement of the Problem………... 2
1.3 Aims of the Study………... 3
1.4 Significance of the Study………... 3
1.5 Research Methodology……….. 3
1.6 Clarification of Related Terms………... 4
1.7 Organization of The Study………. 5
CHAPTER II THEORETICAL FOUNDATION……….. 6
2.1 Reading……….. 6
2.1.1 Definition of Reading……… 6
2.1.2 Reading Comprehension……… 7
2.1.3 Types of Reading………... 8
2.1.4 Good Readers’ Characteristics………... 9
2.2 Video Games……….. 10
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2.2.2 The Effects of Playing Video Games………. 10
2.2.3 Types of Video Games………... 13
2.3 Role-Playing Games……….. 13
2.3.1 Definition of Role-Playing Games………. 14
2.4 Narrative Text……… 16
2.4.1 Generic Structure………... 16
2.4.2 Narrative in Role-Playing Games……….. 18
2.5 Related Research……… 21
2.6 Concluding Remark………... 22
CHAPTER III RESEARCH METHODOLOGY……….. 23
3.1 Research Design………. 23
3.2 Population and Sample……….. 24
3.2.1 Population……….. 24
3.2.2 Sample……… 24
3.3 Research Hypotheses………. 25
3.4 Data Collection……….. 25
3.4.1 Research Instruments………. 25
3.4.2 Research Procedures……….. 27
3.4.3 Trying Out Research Instruments……….. 28
3.4.3.1 Instrument 1………... 28
3.4.3..1.1 Validity and Reliability……….. 28
3.4.3.2 Instrument 2………... 29
3.4.3.2.1 Validity……….. 29
3.4.3.2.2 Reliability………... 30
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3.4.3.2.4 Discrimination Power Index……….. 33
3.5 Data Analysis………. 34
CHAPTER IV FINDINGS AND DISCUSSION……….. 37
4.1 The Result of Instrument Try-Out………. 37
4.1.1 Test of Validity……….. 37
4.1.2 Test of Reliability……….. 38
4.1.3 Test of Difficulty Index………. 39
4.1.4 Test of Discrimination Power Index……….. 39
4.2 The Result of The Research………... 40
4.2.1 Frequency in Playing Role-Playing Games………... 40
4.2.2 Reading Comprehension Test of Narrative Text………... 44
4.2.3 Correlation Coefficient……….. 45
4.3 Discussion……….. 48
4.3.1 Data from Questionnaire………... 48
4.3.2 Data from Achievement Test………... 49
CHAPTER V CONCLUSIONS AND SUGGESTIONS……….. 51
5.1 Conclusions……… 51
5.2 Suggestions……… 52
REFERENCES………
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The Correlation of Playing Role-Playing Games and Students’ Reading Comprehension of Narrative Text
CHAPTER 1 INTRODUCTION
This chapter discusses background of the research, statement of the problem, aims of the research, significance of the research, research methodology, clarification of related terms, and organization of the research.
1.1Background
The effects of playing video games have been widely studied and debated among researchers. The research on positive and negative effects of video games clearly shows that video games are effective teachers that can affect players in multiple ways simultaneously (Prot et al., 2012, p. 653).
Video games have been successfully used to teach children and adolescents a variety of topics, such as reading skills (Prot et al., 2012, p. 652). Spache and Spache, (Cited in A. Tinker & M. Mc cullough, 1975) define reading under a variety of headings: reading as a skill development, as a visual act, as a perceptual act, as a reflection of cultural background, as a thinking process. Gray (1960) defines meaningful use of reading as a problem-solving tool. It means that students in language learning should get meaning or the context of the text to solve the problems that come from a question or an instruction related with the text.
Appropriate video games like action games could improve visual-spatial skill, educational games successfully teach specific skills, Exergames (Exercise games) can improve physical activity level, and Prosocial games (those in which the primary purpose of the player is to help other game characters) increase empathy and helping (Prot et al., 2012, p. 648). Accordingly, there are also positive effects that are conveyed by proper type of video games into educational field.
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of On the other hand, video games do not only bring positive effects to the player, but also come with negative impacts. Any negative findings (cited in Ip et al., 2008) such as gaming addiction (Fisher, 1994), aggression (Bensley & Van Eenwyk, 2001), and violent content (Kirsh, 2003; Anderson, 2004) become harmful effects for the players. It is important to respond to it wisely. Shapiro (2013) states that:
Like all technologies, video games have the capacity to influence players in both positive and negative ways. It is foolish to study only the negative impact. Understanding the positive ways that games are involved in the development of citizens will enable us to use them to create a better world.
This research is focused and limited to explore RPG (Role-Playing Game) related with students’ reading comprehension of narrative text. Role-playing game is one of the genres or types in video games. Mackay (2001) defines Role-playing game as:
Episodic and participatory story-creation system that includes a set of quantified rules that assist a group of players and a game master
in determining how their fictional characters’ spontaneous interactions are resolved.
From the definitions above, in order to play Role-playing game appropriately, players should know what they should do as the main character in the game. They have to read the text as the narrative story from the game. Text is an important component of video games culture (Gee, 2003; Leander, & Lovvorn, 2006; Steinkuehler, 2007). It provides the players to make meaningful connections for the stories by interacting with the game master. Players have to think and solve the problem in the game and do the task for completing the part of games so they can continue and end the game.
The topic of video games related with the education has become interesting topic recently. This research is expected to become one of the studies that could bring new information about the video games topic especially the link between Role-playing game (as one of genres in video games) and students’ reading comprehension of narrative text.
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1.2Statement of The Problem
The research on the effect of playing video games have been widely studied. It is important to respond to it wisely. Like all technologies, video games could bring negative or positive impacts in daily life as well as in language learning.
This study purposes to answer the following question:
Is there any correlation between frequencies of playing role-playing video games (RPG) video games with sudents’ reading comprehension of narrative text?
1.3Aims of The Study
Based on the phenomena elaborated above, the aim of this research is to investigate the correlation of role-playing games and reading comprehension of narrative text: whether or not there is a link between the frequency of playing role-playing video games and students’ reading comprehension of narrative text. 1.4Significance of the Study
This research is expected to give an input to teachers, students, and researchers. The outcome is expected to give contribution regardless the finding of this study, whether frequency of playing role-playing game is positively related
with students’ reading comprehension or not.
Theoretically, teaching english using video games has been widely studied and this research is expected to help teachers to find another method in teaching English. For other researchers, this study is expected to be an additional source in language learning related with video games especially RPG video games
For the students, this research practically seek to help them in choosing the appropriate type of video games from which they can get positive impact from playing video games.
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of 1.5Research Methodology
This section is about the short explanation about the methodology, which is applied in this research. Further explanation about research methodology will be exclusively elaborated on chapter 3 of this research.
A quantitative approach and descriptive method are used in this study since the main purpose of this study is to find out whether there is any correlation
between students’ frequency in playing role-playing game and students’ reading comprehension. Correlation research design is used in this study in order to find
out the tendency of relation between students’ frequency in playing role-playing game and their reading comprehension of narrative text (Creswell, 2012).
The participants of this research are 30 students of junior high school in Bandung. Two instruments are used in this present research. Students’ reading comprehension of narrative text score and their amount of playing frequency are used for the data source in this research.
Quantitative data analysis is engaged. Reading it carefully, and dealing with the data in order to achieve the understanding of it. The data found then is calculated and interpreted carefully.
1.6Clarification of Related Terms
Video games: any type of digital or electronic (i.e. non- mechanical) games, regardless of whether they are played on a desktop computer, video game console, mobile phone, tablet computer or any other platform (Uuskoski, 2011) Role-Playing Game: One of the popular genres in video games / computer games with strong narrative storyline (Kacmarcik, 2005; Mackay, 2003; Hitchens and Drachens, 2009; Fritts, 2013).
Reading Comprehension: Readers’ ability in understanding the text (Cameron, 2001; Grabe and Stoller, 2002)
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1.7Organization of The Study
This research is organized into five chapters as follows:
First chapter is introduction. This chapter contains introduction that explains background of the research, statement of the problem, aims of the research, significance of the research, and organization of the research.
Second chapter is theoretical foundation. This chapter contains of literature review, relevant theories as a base for investigating the reserach.
Third chapter is research methodology. This chapter explains the methodology of research. It provides the information about research design, site and participants, the procedures of collecting and analyzing the data.
Fourth chapter is findings and discussion. It delivers research findings and research result of the study.
Last chapter is conclusions. It contains conclusions and reccomendations for further research in accordance with the result of the research.
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology and procedure, which are taken in this study in order to find out the answer from research question. This chapter contains research design, population and sample, research hypothesis, data collection, trying out the instruments, and data analysis.
3.1 Research Design
A quantitative approach and descriptive method are used in this study since the main purpose of this study is to find out whether there is any correlation
between students’ frequency in playing role-playing game and students’ reading comprehension of narrative text.
Quantitative approach is employed since this research defines the research questions based on the trends in the field of research site. As described by Creswell (2012, p. 13) quantitative approach is applied if the researchers want to identify a research problem based on trends in the field or on the need to explain why something happens. In addition, Creswell (2012) states that descriptive method is used when the study is aimed to explain the overall tendency based on the data collected. Based on the above- mentioned theories, this research employs quantitative approach and descriptive method.
Correlation research design is used in this study in order to find out the
tendency of relation between students’ frequency in playing role-playing game and their reading comprehensio n in narrative text. Creswell (2012, p. 338) states that correlation is a statistical test to determine the tendency or pattern between two variables or two sets of data to vary consistently. The result of the correlation between the two variables is categorized into form of the coefficient correlation. As stated by Creswell (2012), researchers in correlation research design applies statistical test of two variables data that comes from each of the participants’ score and converts the result into the coefficient correlation. Accordingly, the result of this study merely comes from the score of two sets of data.
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Based on the title of this research “The Correlation of Playing Role-Playing Games and Students’ Reading Comprehension of Narrative text”. The research is stated as follows for two sets of data:
Figure 3.1 Illustration of Correlation cited from Sugiyono (2002, in Mayningsih, 2009, p.42)
The correlation of the two variables can be illustrated in the figure below.
X: the result of students’ frequency in playing role-playing game
Y: the result of students’ Reading comprehension test of narrative text 3.2 Population and Sample
3.2.1 Population
A population is a group of individuals who have the same characteristics (Creswell, 2012, p. 142). Arikunto (2007) states that population is the whole subject of the research. Population in this research is the third grade of one junior High School in Bandung. This population is selected since the students in this grade have studied the topic of narrative text in academic skill.
3.2.2 Sample
This study uses probability sampling with stratified sampling. Probability sampling is used in order to select individuals from the population who are representative of the population (Creswell, 2012, p. 142) and stratified sampling is used to divide (stratify) the population based on the specific characteristics (Creswell, 2012, p. 144).
Based on the theories above, the sample in this paper is chosen by the specific characteristics. 30 students who have played role-playing games are selected for the sample. The total of 30 participants are required since it is the minimum requirement for the participant in correlation research. In line with Creswell (2012) and Frankeal et al (2012) the number of 30 participants has to be fulfilled in a correlation research.
Y X
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of 3.3 Research Hypothesis
Hypothesis is the prediction toward the relationship between two variables (Arikunto, 2007). There are two types of the hypothesis; hypothesis null and hypothesis alternative (Weaver, 2005). Furthermore, Weaver states that Alternative Hypothesis (Ha) prevails when there is relation between the
phenomena under investigation and hypothesis null (H0) prevails if there is no
relation between the phenomena under investigation.
Accordingly, the alternative hypothesis is accepted and hypothesis null is rejected if there is correlation between students’ frequency in playing role-playing games with their reading comprehension of narrative text.
3.4 Data Collection
3.4.1 Research Instrument
Research instrument is a tool to help the researcher in collecting data (Arikunto, 2007, p. 134). Creswell (2012, p. 151) describes an instrument as a tool for measuring, observing, or documenting quantitative data. In addition, Fraenkel et al (2012, p. 111) determine research instrument as the whole process of preparing to collect the data. There are two types of instruments; non-test instrument (Questioner, Check list, interview, scale, and survey) and test instrument (Achievement test) (Arikunto, 2007, p. 167).
In order to collect the data from the participants, this study employs Likert scale (non-test instrument) and achievement test (test instrument) as Data-Collection Instrument. Rating scale is used to measure judgment of behavior and achievement test is used to measure knowledge or skill in a given subject (Fraenkel et al, 2012).
There are two instruments that are used in this paper: Likert scale and Reading comprehension test of narrative text.
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Likert scale
For measuring the x variable (students’ frequency of playing role-playing game), this research applies attitude scale which is Likert scale. Fraenkel et al (2012) describe likert scale as follow:
A self-reporting instrument in which an individual responds to a series of statements by indicating the extent of agreement. Each choice is given a numerical value, and the total score is presumed to indicate the attitude or belief in question.
In addition, Fraenkel et al (2012) state that attitude scales are often similar to rating scales in form, with words and numbers placed on a continuum. Subjects circle the word or number that best represents how they feel about the topics included in the questions or statements in the scale. Usually, likert scale adapts five numerical values to indicate the attitude of the participants (Fraenkel et al, 2012). Since the middle numerical value of the scale (3) represented undecided classification, this research applies only four numerical values in order to classify
the answer of participants’ more precisely.
The function of Likert scale in this research is to classify the participants based on their frequency in playing role-playing game. It is specifically counted in how many hours per week they play it. The frequency score is then used for the x variable score. The x score classification can be seen below:
Table 3.1 Classification of students’ frequency in playing Role-Playing games Frequency range Classification Numerical value
1 – 3 hours per week Rarely 1
3 – 6 hours per week Once a while 2
9 – 12 hour per week Often 3
12 – 15 hours per week Extremely often 4
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of Reading comprehension test of narrative text
For measuring the y variable (students’ score in reading comprehension of narrative text), participants’ were given reading comprehension test, which contains 18 item questions of narrative text comprehension. The test is taken from
“Contextual Teaching and Learning: BSE (Buku Sekolah Elektronik) Sekolah Menengah Pertama, Kelas 9 (2008). It was chosen because the book is standardized by Departemen Pendidikan Nasional and it is suitab le for the participants which are third grade of junior high school (ninth grade).
The questions were selected by considering the features of reading comprehension of narrative text; find the information related to the text. For scoring the test, the right answer is given 1 (one) point while the wrong answer is given 0 (nil) point. Subsequently, the total 100 points were given for the participants if they answer all of the questions rightly. The total points of the right answers are then calculated into S formula below
S = CA/N x 100 Where:
S : Final test score N : Number of questions
CA : Number of correct answer
(Arikunto, 2003 in Furqon, 2012, p. 21) The S score then categorized into some criteria in order to classify
participants’ reading comprehension (Arikunto, 2003 in Furqon, 2012, p. 21). It is shown in Table 3.1
Table 3.2 Classification of students’ achievement
Score Range Classification
80 – 100 Excellent
66 – 79 Good
56 – 65 Average
30 – 55 Poor
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3.4.2 Research Procedures
Here are the procedures in collecting the data for this research:
Preparing research instruments; Likert scale (attitude / rating scale) and reading Comprehension test of narrative text (achievement test)
Trying out the two research instruments to the participants for checking the validity, reliability, difficulty index (only for instrument 2), and discrimination index (only for instrument 2) of the text.
Giving the real test (Likert scale and Reading comprehension test of narrative text) to the participants
Scoring the participants’ result on two instruments.
Classifying the participants’ scores on two administered instruments.
Calculating the correlation between the two test results using Pearson Product Moment formula (if the data is normally distributed) or Spearman formula (if the data is not normally distributed) employing SPSS software.
Analyzing the result through the relevant theories and drawing a conclus ion of this research.
The procedure above had to be taken carefully step-by-step to prevent errors during the research. Moreover, the explanation about the procedure is clearly presented in the next parts.
3.4.3 Trying Out Research Instruments
An instrument can be defined as a tool for collecting data if it meets a demand for minimum two criteria: validity and reliability (Arikunto, 2007, p. 167). The instrument 1 was created by the researcher and instrument 2 was taken from
“Contextual Teaching and Learning: BSE (Buku Sekolah Elektronik) Sekolah
Menengah Pertama, Kelas 9” (2008). Both of the instruments are tried out for the validity and reliability. In addition, the discrimination power index and difficulty level of the items in the instrument 2 were also measured. The explanation for trying out each instrument in this paper is elaborated on next section.
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of 3.4.3.1 Instrument 1
3.4.3.1.1 Validity and Reliability
As stated before, an instrument can be defined as a tool for collecting data if it meets a demand for minimum two criteria: validity and reliability (Arikunto, 2007, p. 167). However, the purpose of trying out non-test instrument (Questioner, Check list, interview, scale, and survey) is not to find out the validity of the instrument itself. Based on Arikunto (2012, p. 178), there are three purposes of trying out non-test instrument:
1. To find out the participants’ understanding about the instrument.
2. To find out the precision of the instrument and the possibilities of instrument weaknesses.
3. To find out the reliability of the instrument.
Since non-test instrument is created based on the variable, it is supposed to have valid criteria (Arikunto, 2012, p. 178). In this research, the variable is defined based on attitude variable, which means in how many hours per week participants play role-playing video games. Another variables to find out the
participants’ interest were added. Interest instrument was used to measure the
participants’ interest towards something without an act while attitude instrument was following with act (Arikunto, 2012, p. 199). In addition, a statement that is used to find out the participants’ opinion about role-playing games toward narrative text was attached.
Besides, there was also the question for stratifying the participants since this research uses stratify-sampling. The following instrument can be seen on appendix C.1
For trying out the non-test instrument, second variation method by Arikunto (2012, p. 179) was applied. The instrument was tried out into some participants (15 minimum participants). Afterward, the participants were asked the same question that they have answered in the instrument. This method is aimed to check the reliability of the instrument.
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3.4.3.2 Instrument 2 3.4.3.2.1 Validity
Arikunto (2007, p. 170) states that a test instrument can be categorized as a valid instrument if it can measure what it is supposed to be measured. In order to find out the validity of the test instrument, each test items in the test instrument was firstly tried out and result was computed with Pearson Product Moment correlation. The formula is:
Where:
n = the total participants
r = correlation coefficient (per item) x = participant’s score of the item test
y = participant’s score of the whole item test xy = the result of score x multiply with score y x2 = square of score x
y2 = square of score y
(Kranzler and Moursund, 1999, p. 56) The result is then classified based on the r coefficient result (see table 3.2).
Table 3.2 r Coefficient Correlation (Validity)
Score Range Classification
0.8 – 1.0 Very high
0.6 – 0.8 High
0.4 – 0.6 Moderate
0.2 – 0.4 Low
0.0 – 0.2 Very Low
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of 3.4.3.2.2 Reliability
Reliability is related with the consistency performance on the test (Arikunto, 2007). It means that the data collected from the participants are equivalent even it is taken in different time.
Based on Arikunto (2012, p. 168), There are three techniques that can be chosen by the researcher to measure the reliability of test instrument; double test double trial, single test double trial, or single test single trial.
Single test single trial method was applied in this paper for measuring reliability of instrument 2. These are the stages to find out the reliability of the instrument 2:
1. Try out the instrument to the participants 2. Give score for each participants
3. Categorize the score into 2 groups based on odd-even part, first-end part, or random (odd-even is applied)
4. Give code x for first group and code y second group.
5. Calculate it with Pearson Product Moment correlation. The formula is:
Where:
n = the total participants
r = correlation coefficient (for the instrument)
x = participant’s score in first group
y = participant’s score in second group
xy = the result of score x multiply with score y x2 = square of score x
y2 = square of score y
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The result from Pearson formula is still a half of reliability of the test. To find out the final score of the reliability of the test, the Spearman-Brown formula is applied. The Formula is:
Where:
r11 : reliability coefficient
r1/21/2 : correlation coefficient for each half of the test item
r obtained (reliability score) was then compared with r critical that was obtained from product moment r values (See appendix A.6). The result is determined based on the following criteria.
If r obtained > r critical = valid If r obtained < r critical = invalid
(Sugiyono, 2008 in Furqon, 2012, p. 26)
3.4.3.2.1 Difficulty Index
Difficulty index test is the test to measure the ability of the test instrument to accommodate participants to answer the item of the instrument correctly (Arikunto, 2012, p. 176). The formula to calculate the difficulty index is as follow:
Where:
P = Facility/ index of difficulty (for each item) B = the number of correct answer
J = the number of subject taking the test
(Arikunto, 2007, p. 176)
P = B/J
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of The finding result was then classified based on the degree of difficulties for each items of the test. The classification is shown in the table 3.3 below.
Table 3.3 Criteria of Difficulty Index
Index of Difficulty Difficulty Degree
0. 00 – 0. 30 Difficult item
0. 31 – 0. 70 Moderate item
0. 71 – 1. 00 Easy item
(Cited from Arikunto, 2003 in Furqon, 2012, p. 27)
3.4.3.2.1 Discriminating Power Index
Discriminating power index test is the test to measure the quality of the test instrument in discriminating between the skilled participants and less skilled participants (Arikunto, 2012, p. 177). Moreover, to check the discrimination power index, the participants must be in even number.
The formula to calculate the discrimination power index is as follow:
Where:
D = Discrimination power index (for each items)
BA = the number of participant in upper group answers correctly
JA = the number of participant in upper group
BB = the number of participant in lower group answers correctly
JB = the number of participant in lower group
(Arikunto, 2007, p. 177)
After finding the result of discrimination power index, the classification should be applied as following criteria in the table below.
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Table 3.4 Classification of Discrimination Power Index Discrimination Power Index Interpretation
≤-0. 01 Worst (must be discarded)
00.00 – 0. 20 Poor
0. 21 – 0. 40 Moderate
0. 41 – 0. 70 Good
0. 71 – 1. 00 Excellent
(Cited from Arikunto, 2003 in Furqon, 2012, p. 24)
3.5 Data Analysis
The data were then analyzed through some steps. First, after the test was implemented to participants, the analysis stated by scoring the result of the test. Then, the process is finding the mean score of two variables. To find out the mastery of two variables, calculating the mean of each variable is necessary. The formula to compute the mean is as written below.
Where: MX = mean x (Frequency score in playing role-palying games) ∑X = the sum of x score
MY = mean y (Reading comprehension of narrative text score) ∑Y = the sum of y score
N = number of participant
(Cited from Kranzler and Moursund, 1999, p. 8) Subsequently, the next step was checking whether the data are distributed normally or not. In order to check it, this study utilized SPSS (Statistical Package for Special Sciences) as it is one of the oldest and the most widely used statistical software package. Pearson Product Moment correlation is used if the data are distributed normally. The formula is
M
Y= ∑Y / N
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34
Praditya Putra, 2014
The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of Where:
r = correlation coefficient X = score of the first instrument Y = score of the second instrument
XY = the result of score A multiple score B for each respondent X2 = square of instrument 1
Y2 = square of instrument 1
(Cited from Kranzler and Moursund, 1999, p. 56) If the data are not distributed normally, Spearman Brown Correlation formula is applied. The formula is
rs= 1 - 6∑D2
n (n2 – 1)
Where:
D = the difference between each pair of ranks D2 = the square of those differences
n = the number of pairs rankings
(Cited from Kranzler and Moursund, 1999, p. 131) After obtaining the value r (degree of correlation), the result is interpreted based on following criteria:
Table 3.5 Interpretation of Correlation Degree Coefficient
Interval
Interpretation
0. 20 – 0. 35 Slight relationship.
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35
0. 66 – 0. 85 Strong (Good prediction can result from one variable to the other)
0. 86 and above Very strong relationship
(Cited from Creswelll, 2012, p. 347) The next step was determining the correlation coefficient. The hypothesis testing can be gained by seeing the significance value. If the significance value is more than 0.05, then H0 is accepted and Ha is rejected. Contrariwise if the
significance value is less than 0.05, then H0 is rejected and Ha is accepted. The
significance value will appear after the calculation of correlation coefficient using SPSS software.
The final steps was interpreting and discussing the findings that will be elaborated in the next chapter.
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53
Praditya Putra, 2014
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion and suggestion of the research. The conclusion is arranged from the research question, while the suggestions present the recommendation for further research and related parties.
5.1 Conclusion
This research focuses on the correlation between playing role-playing games and students’ reading comprehension of narrative text. Referring to the findings and discussion on the previous chapter, it was found that there was a strong relationship between playing role-playing games and students’ reading comprehension of narrative text. The correlation coefficient was 0.687 which is indicates that students who often play role-playing games seems to get better score in narrative text comprehension. The average of participants’ frequency in playing role-playing games in this research was 8.77 hours per week. It is classified as often to play category. Furthermore, their reading comprehension of narrative text was classified as excellent category. The average score was 83.84. In spite of the difference score of two variables achieved by the participants, the overall correlation was categorized as strong relationship. Is also in line with Fraenkel et al (2012, p. 340) who state that “Only a correlation of .65 or higher will allow individual predictions that are reasonably accurate for most purposes”.
There are some factors that contribute to the correlation between the variables. The similarities of the structures and elements in role-playing games and narrative could affect the result of this study. Interest and attitude of the participants with the topic also become one of the factors. Furthermore, the result of the research shows that playing role-playing games could bring some positive effects to the players.
Finally, statistics result in this research shows that there is a positive strong relationship between playing role-playing games with students’ reading comprehension of narrative text.
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54
5.1 Suggestion
After drawing the inferences, there are several suggestions that hopefully can give the constructive idea to the readers especially for English teachers and future researchers.
As concluded on the previous section that there is a positive strong relationship between playing role-playing games with students’ reading comprehension of narrative text. Role-playing games can be used by the teachers as a media to teach narrative text, it could help students in comprehending narrative text. However, teachers need to supervise the students while they are playing. It is in order to prevent the students from the negative effect of playing video games and validate that the students get something to learn while they are playing.
Furthermore, further researchers can focus on the implementation of role-playing games to improve students’ reading comprehension of narrative text. Additionally, the further researchers can also investigate the correlation between playing role-playing games with students’ reading comprehension of narrative text more depth to reinforce the result of this research and find out the better result.
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Praditya Putra, 2014
The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of REFERENCES
Alyousef, H. S. (2006). Teaching Reading Comprehension to ESL/EFL Learners. Journal of Language and Learning Volume 5 Number 1 2006. Available from http://scholar.google.com/scholar_url?hl=en&q=http://aces.ir/attachments/61d 1291287385-teaching-reading comprehension.pdf
Anderson, C. (2004). An update on the effects of playing violent video games. Journal of Adolescence, 27(1), 113-122. [8 dec]
Bensley, L. & Van Eenwyk, J. (2001). Video games and real- life aggression: Review of the literature. Journal of Adolescent Health, 29(4), 244-257. Available from http://ocw.metu.edu.tr/pluginfile.php/2359/mod_resource/content/1/Optional_ BensleyEenwyk_LitReview.pdf [December 8th, 2013]
Byrnes, H. (1998). Reading in the beginning and intermediate college foreign
language class. Modules for the professional preparation of teaching assistants
in foreign languages (Grace Stovall Burkart, ed.; Washington, DC: Center for
Applied Linguistics, 1998) available from
http://www.nclrc.org/essentials/reading/reindex.htm
Cameron, L. (2001) . Teaching English to Young Learners. Cambridge. Cambridge University Press.
Day, R. R., & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17(1), 60-73.
Dempsey, J.V., Rasmussen, K., & Lucassen, B. (1996). Instructional gaming: Implications for In- structional Technology. Proceedings of the Annual Meeting of the Association for Educational Com- munications and Technology, Nashville, TN.
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Fisher, S. (1994). Identifying video game addiction in children and adolescents.
Addictive Behaviors, 19(5), 545-553.
Fritts, J. (2013). Computer and Video Game Genres. Available from http://cs.slu.edu/~fritts/csci142/schedule/csci142_game_genres.pdf
Gee, J. P. (2003). What videogames have to teach us about learning and literacy. New York: Palgrave Macmillan
Gentile, D. A. (2009). Pathological video game use among youth 8 to 18: A national study. Psychological Science, 20, 594–602.
Gentile, D. A. (2011). The Multiple Dimensions of Video Game Effects. Iowa State
University. Available from
http://www.charleston.k12.il.us/cms/teachers/teamred/langarts/mod3vgv.pdf
Granic, I., Lobel, A, and Engels, R. (2013). The Benefits of Playing Video Games.
Radboud University Nijmegen. Available from
http://www.apa.org/pubs/journals/releases/amp-a0034857.pdf
Gray, W. S. (1960). The Major Aspects of Reading. Chicago: Chicago University Press.
Harmer, J. (2007). The Practice of English Language Teaching. Britain. Pearson Longman.
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of
Hitchens, M. and Drachen, A., 2009. The Many Faces of Role-Playing Games. International Journal of Role-Playing, [e-journal] 1 (1), pp. 3-21. Available at: http://marinkacopier.nl/ijrp/wpcontent/uploads/2009/01/hitchens_drachen_the_ many_faces_of_rpgs.pdf
Ip, B., Jacobs, G. & Watkins, A. (2008). Gaming frequency and academic performance. Australasian Journal of Educational Technology, 24(4), 355-373. Available from http://www.ascilite.org.au/ajet/ajet24/ip.html
Johnson, D, Jones, C, Scholes, L & Carras, M (2013). Videogames and Wellbeing,
Young and Well Cooperative Research Centre. Melbourne.
Kirsh, S. (2003). The effects of violent video games on adolescents: The overlooked influence of development. Aggression and Violent Behavior, 8, 377-389.
Klingner, Janette, K., Sharon, V., and Alison, B. (2007). Teaching Reading
Comprehension to Students with Learning Difficulties. New York. The
Guilford Press.
Mackay, D. (2001). “The Fantasy Role-Playing Game: A New Performing Art” .
McFarland.
McGinnis, Dorothy J. Smith, Dorothy E. (1982). Analyzing and Treating Reading
Problems. New York: McMillan Publishing Co. Inc
Mikulecky, B. (2008). Teaching Reading in a Second Language. Available from http://www.longmanhomeusa.com/content/FINAL-LO%20RES-Mikulecky Reading%20Monograph%20.pdf
Mitchell, A., & Smith, C. (2004). The use of computer and video games for learning:
A review of the literature. Available from
http://www.coulthard.com/library/Files/mitchell%5F2004%5Ftheuseofgames for learning%2Epdf
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Prensky, M. Digital Natives, Digital Immigrants. On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001).
Prot, S., Mcdonald, K. A., Anderson, C. A. and Gentile, D. A. (2012). Video Game:
Good, Bad, or other. Available from
http://www.psychology.iasate.edu/faculty/caa/abstract [December 8th, 2013]
Randel, J.M., Morris, B., Wetzel, C., & Whitehill, B. (1992). The effectiveness of
games for edu- cational purposes: A review of recent research. Simulation &
Gaming, 23(3), 261.
Ruddell, R. B., Ruddell, M. R., & Singer, H. (1994). Theoretical Models and Processes of Reading. Newark, DE: International Reading Association.
Salguero, T., and Moran, B. (2002). Measuring problem video game playing in
adolescents. Addiction, 97, 1601–1606.
Shapiro, J, (2013). New Research Emphasizes Gaming's Positive Impact on Psychological Development. Available from
http://www.forbes.com/sites/jordanshapiro/2013/01/29/new-research-emphasizes-gamings-positive- impact-on-psychological-development.
Solomon, N., Hood, S., and Burns, A. (1996). Focus on Reading; New Edition. Sydney: National Centre for English Language Teaching and Research.
Steinkuehler, C., Compton-Lilly, C. and King, E. (2010). Reading in the Context of
Online Games. University of Wisconsin-Madison. Available from http://website.education.wisc.edu/steinkuehler/blog/papers/Steinkuehler2010I CLS.pdf
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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of
Tinker, Miles Albert & McCullough, Constance Mary, 1912-, (joint author.) (1975). Teaching elementary reading (4th ed). Prentice-Hall, Englewood Cliffs, N.J
(1)
54
5.1 Suggestion
After drawing the inferences, there are several suggestions that hopefully can give the constructive idea to the readers especially for English teachers and future researchers.
As concluded on the previous section that there is a positive strong relationship between playing role-playing games with students’ reading comprehension of narrative text. Role-playing games can be used by the teachers as a media to teach narrative text, it could help students in comprehending narrative text. However, teachers need to supervise the students while they are playing. It is in order to prevent the students from the negative effect of playing video games and validate that the students get something to learn while they are playing.
Furthermore, further researchers can focus on the implementation of role-playing games to improve students’ reading comprehension of narrative text. Additionally, the further researchers can also investigate the correlation between playing role-playing games with students’ reading comprehension of narrative text more depth to reinforce the result of this research and find out the better result.
(2)
Praditya Putra, 2014
REFERENCES
Alyousef, H. S. (2006). Teaching Reading Comprehension to ESL/EFL Learners. Journal of Language and Learning Volume 5 Number 1 2006. Available from http://scholar.google.com/scholar_url?hl=en&q=http://aces.ir/attachments/61d 1291287385-teaching-reading comprehension.pdf
Anderson, C. (2004). An update on the effects of playing violent video games. Journal of Adolescence, 27(1), 113-122. [8 dec]
Bensley, L. & Van Eenwyk, J. (2001). Video games and real- life aggression: Review of the literature. Journal of Adolescent Health, 29(4), 244-257. Available from http://ocw.metu.edu.tr/pluginfile.php/2359/mod_resource/content/1/Optional_ BensleyEenwyk_LitReview.pdf [December 8th, 2013]
Byrnes, H. (1998). Reading in the beginning and intermediate college foreign language class. Modules for the professional preparation of teaching assistants in foreign languages (Grace Stovall Burkart, ed.; Washington, DC: Center for
Applied Linguistics, 1998) available from
http://www.nclrc.org/essentials/reading/reindex.htm
Cameron, L. (2001) . Teaching English to Young Learners. Cambridge. Cambridge University Press.
Day, R. R., & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17(1), 60-73.
Dempsey, J.V., Rasmussen, K., & Lucassen, B. (1996). Instructional gaming:
Implications for In- structional Technology. Proceedings of the Annual Meeting
of the Association for Educational Com- munications and Technology, Nashville, TN.
(3)
Fisher, S. (1994). Identifying video game addiction in children and adolescents. Addictive Behaviors, 19(5), 545-553.
Fritts, J. (2013). Computer and Video Game Genres. Available from http://cs.slu.edu/~fritts/csci142/schedule/csci142_game_genres.pdf
Gee, J. P. (2003). What videogames have to teach us about learning and literacy. New York: Palgrave Macmillan
Gentile, D. A. (2009). Pathological video game use among youth 8 to 18: A national study. Psychological Science, 20, 594–602.
Gentile, D. A. (2011). The Multiple Dimensions of Video Game Effects. Iowa State
University. Available from
http://www.charleston.k12.il.us/cms/teachers/teamred/langarts/mod3vgv.pdf
Granic, I., Lobel, A, and Engels, R. (2013). The Benefits of Playing Video Games.
Radboud University Nijmegen. Available from
http://www.apa.org/pubs/journals/releases/amp-a0034857.pdf
Gray, W. S. (1960). The Major Aspects of Reading. Chicago: Chicago University Press.
Harmer, J. (2007). The Practice of English Language Teaching. Britain. Pearson Longman.
(4)
Praditya Putra, 2014
Hitchens, M. and Drachen, A., 2009. The Many Faces of Role-Playing Games. International Journal of Role-Playing, [e-journal] 1 (1), pp. 3-21. Available at: http://marinkacopier.nl/ijrp/wpcontent/uploads/2009/01/hitchens_drachen_the_ many_faces_of_rpgs.pdf
Ip, B., Jacobs, G. & Watkins, A. (2008). Gaming frequency and academic performance. Australasian Journal of Educational Technology, 24(4), 355-373. Available from http://www.ascilite.org.au/ajet/ajet24/ip.html
Johnson, D, Jones, C, Scholes, L & Carras, M (2013). Videogames and Wellbeing, Young and Well Cooperative Research Centre. Melbourne.
Kirsh, S. (2003). The effects of violent video games on adolescents: The overlooked influence of development. Aggression and Violent Behavior, 8, 377-389.
Klingner, Janette, K., Sharon, V., and Alison, B. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York. The Guilford Press.
Mackay, D. (2001). “The Fantasy Role-Playing Game: A New Performing Art” . McFarland.
McGinnis, Dorothy J. Smith, Dorothy E. (1982). Analyzing and Treating Reading Problems. New York: McMillan Publishing Co. Inc
Mikulecky, B. (2008). Teaching Reading in a Second Language. Available from http://www.longmanhomeusa.com/content/FINAL-LO%20RES-Mikulecky Reading%20Monograph%20.pdf
Mitchell, A., & Smith, C. (2004). The use of computer and video games for learning:
A review of the literature. Available from
http://www.coulthard.com/library/Files/mitchell%5F2004%5Ftheuseofgames for learning%2Epdf
(5)
Prensky, M. Digital Natives, Digital Immigrants. On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001).
Prot, S., Mcdonald, K. A., Anderson, C. A. and Gentile, D. A. (2012). Video Game:
Good, Bad, or other. Available from
http://www.psychology.iasate.edu/faculty/caa/abstract [December 8th, 2013]
Randel, J.M., Morris, B., Wetzel, C., & Whitehill, B. (1992). The effectiveness of games for edu- cational purposes: A review of recent research. Simulation & Gaming, 23(3), 261.
Ruddell, R. B., Ruddell, M. R., & Singer, H. (1994). Theoretical Models and
Processes of Reading. Newark, DE: International Reading Association.
Salguero, T., and Moran, B. (2002). Measuring problem video game playing in adolescents. Addiction, 97, 1601–1606.
Shapiro, J, (2013). New Research Emphasizes Gaming's Positive Impact on
Psychological Development. Available from
http://www.forbes.com/sites/jordanshapiro/2013/01/29/new-research-emphasizes-gamings-positive- impact-on-psychological-development.
Solomon, N., Hood, S., and Burns, A. (1996). Focus on Reading; New Edition. Sydney: National Centre for English Language Teaching and Research.
Steinkuehler, C., Compton-Lilly, C. and King, E. (2010). Reading in the Context of Online Games. University of Wisconsin-Madison. Available from http://website.education.wisc.edu/steinkuehler/blog/papers/Steinkuehler2010I CLS.pdf
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Praditya Putra, 2014
Tinker, Miles Albert & McCullough, Constance Mary, 1912-, (joint author.) (1975).