Institutional Repository | Satya Wacana Christian University: Students' Perception Toward Using Games in Learning English
STUDENTS’ PERCEPTION TOWARD USING GAMES IN LEARNING
ENGLISH
The thesis
is submitted in partial fulfillment of
the requirements for the Degree of
Sarjana Pendidikan
AGATHA YUVENTIA CHRISTIANTO
112006009
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2011
i
STUDENTS’ PERCEPTION TOWARD USING GAMES IN LEARNING
ENGLISH
The thesis
is submitted in partial fulfillment of
the requirements for the Degree of
Sarjana Pendidikan
AGATHA YUVENTIA CHRISTIANTO
112006009
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2011
i
STUDENTS’ PERCEPTION TOWARD USING GAMES IN LEARNING
ENGLISH
The thesis
is submitted in partial fulfillment of
the requirements for the Degree of
Sarjana Pendidikan
AGATHA YUVENTIA CHRISTIANTO
NIM: 112006009
Approved by
Danielle Donelson-Sims, M.A
supervisor
Hendro Setiawan Husada, M.A
examiner
English Department
Faculty Of Language And Literature
Satya Wacana Christian University
Salatiga
2011
ii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best of my
knowledge and belief, this contains no material previously published or written by any other
person except were due reference is made in the text.
Copyright @ 2011 Agatha Yuventia Christianto and Danielle Donelson-sims, M.A.
All rights reserved. No part of this thesis may be reproduced by any means without the prior
written permission of at least one of the copyright owners of the English Department of Satya
Wacana Christian University, Salatiga.
Agatha Yuventia Christianto:
iii
ACKNOWLEDGEMENT
It is a miracle that finally I finish my thesis. Praise the Lord Jesus, for His wonderful
love, blessings and guidance through every single day in my life, mostly, during the hardest time
when I was doing my thesis. You are the One who has never left me. Thank you Jesus, lead me
always in your beautiful way.
I would be thankful for the people who were willing to help me in writing this thesis:
1.
My parents, Tjin Kiem Bie and Tjioe Hwie Siang, thank you for your love, affection, and
sacrifice to me.
2.
My supervisor, Danielle Donelson-sims, M. A., who has gave me her kindness in giving me
support, suggestions, corrections, advice in bringing this thesis to completion.
3.
My examiner, Hendro Setiawan Husada, M. A., who has spent his precious time in helping
me to complete this thesis. Thanks for your suggestions, corrections, and everything that
make this thesis better.
4.
Mr. Suwasono, S.Pd., the headmaster in SMP Kristen Satya Wacana, who has permitted me
to do the experiment.
5.
Ms. Widhi Nugraheni, S.Pd., M.Pd., the English teacher in SMP Kristen Satya Wacana, for
her permission to use the class.
6.
Erfanto Setiawan, massive thanks for your love, sacrifice, supports and everything that
makes me strong and learns more about life. Never could go on without your supports. Love
you. God bless us.
7.
All of my friends who have given me support in completing my thesis.
iv
TABLE OF CONTENTS
Page
Title Page …………………………………………….....…………………………………….. i
Approval Page …………………………………………….....………………………………... ii
Copyright Statement ……………………………………………............................................. iii
Acknowledgement …………………………………………….....……………………………. iv
Table of Contents …………………………………………….....…………………………….. v
List of figure …………………………………………………………………………………... vii
List of appendices …………………………………………………………………………….. viii
Abstract …………………………………………….....………………………………………. ix
CHAPTER I : INTRODUCTION
1.1 Background of the study ……………………………………………...... 1
1.2 Statement of the problem ……………………………………………..... 2
1.3 Research question .……………………………………………............... 3
1.4 Objective of the study …………………………………………….......... 3
1.5 Scope of the study .…………………………………………….............. 3
1.6 Definition of terms .…………………………………………….............. 3
1.7 Significance of the study .……………………………………………..... 4
CHAPTER II : REVIEW OF LITERATURE
2.1 Definition of perception ………………………………………………... 5
2.2 Definition of games …………………………………………………….. 5
2.3 The importance of games ………………………………………………. 6
v
2.4 Motivation ……………………………………………………………… 8
CHAPTER III : METHODOLOGY
3.1 Participants …………………………………………………………… 10
3.2 Material ……………………………………………………………….. 10
3.3 Data collection ………………………………………………………... 11
3.4 Research procedure …………………………………………………… 12
3.5 Data analysis ………………………………………………………….. 12
CHAPTER IV : DATA ANALYSIS ……………………………………………………….. 14
CHAPTER V : CONCLUSION AND RECOMMENDATION ………………………… 18
REFERENCES ……………………………………………………………………………….. 20
APPENDICES :
Appendix A: The pictures and the alphabet used in the game ……………………………….. 22
Appendix B: The symbols used in the game …………………………………………………. 23
Appendix C: The terms used in the game …………………………………………………….. 24
Appendix D: The questionnaire ………………………………………………………………. 25
vi
LIST OF FIGURES
Figure 1. The motivation of participants ……………………………………………………… 15
Figure 2. Cognitive development of participants ……………………………………………… 16
vii
LIST OF APPENDICES
Appendix A: The pictures and the alphabet used in the game ……………………………….. 22
Appendix B: The symbols used in the game …………………………………………………. 23
Appendix C: The terms used in the game ……………………………………………………. 24
Appendix D: The questionnaire ……………………………………………………………… 25
viii
ABSTRACT
This study discussed about the important of games for learning English. The game
focused on the students’ motivation and cognitive development. The data were collected from the
students at SMP Kristen Satya Wacana. A research question was answered: what was the
students’ perception toward the use of the Matching Terms game in learning English? Forty six
students (n=46) participated in this study. I used the questioner which was adapted from Ibrahim
et al., (2011). The results showed that the most of the students were more motivated to learn
English using games compared to usual methods and the games also improve the students’
cognitive development. The result of the study suggests that games could be applied for learning
English because games were helpful teachers and students in learning. The results were almost
the same with some of the previous finding found by Ibrahim et al., (2011), and Azriel et al.,
(2005).
ix
ENGLISH
The thesis
is submitted in partial fulfillment of
the requirements for the Degree of
Sarjana Pendidikan
AGATHA YUVENTIA CHRISTIANTO
112006009
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2011
i
STUDENTS’ PERCEPTION TOWARD USING GAMES IN LEARNING
ENGLISH
The thesis
is submitted in partial fulfillment of
the requirements for the Degree of
Sarjana Pendidikan
AGATHA YUVENTIA CHRISTIANTO
112006009
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2011
i
STUDENTS’ PERCEPTION TOWARD USING GAMES IN LEARNING
ENGLISH
The thesis
is submitted in partial fulfillment of
the requirements for the Degree of
Sarjana Pendidikan
AGATHA YUVENTIA CHRISTIANTO
NIM: 112006009
Approved by
Danielle Donelson-Sims, M.A
supervisor
Hendro Setiawan Husada, M.A
examiner
English Department
Faculty Of Language And Literature
Satya Wacana Christian University
Salatiga
2011
ii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best of my
knowledge and belief, this contains no material previously published or written by any other
person except were due reference is made in the text.
Copyright @ 2011 Agatha Yuventia Christianto and Danielle Donelson-sims, M.A.
All rights reserved. No part of this thesis may be reproduced by any means without the prior
written permission of at least one of the copyright owners of the English Department of Satya
Wacana Christian University, Salatiga.
Agatha Yuventia Christianto:
iii
ACKNOWLEDGEMENT
It is a miracle that finally I finish my thesis. Praise the Lord Jesus, for His wonderful
love, blessings and guidance through every single day in my life, mostly, during the hardest time
when I was doing my thesis. You are the One who has never left me. Thank you Jesus, lead me
always in your beautiful way.
I would be thankful for the people who were willing to help me in writing this thesis:
1.
My parents, Tjin Kiem Bie and Tjioe Hwie Siang, thank you for your love, affection, and
sacrifice to me.
2.
My supervisor, Danielle Donelson-sims, M. A., who has gave me her kindness in giving me
support, suggestions, corrections, advice in bringing this thesis to completion.
3.
My examiner, Hendro Setiawan Husada, M. A., who has spent his precious time in helping
me to complete this thesis. Thanks for your suggestions, corrections, and everything that
make this thesis better.
4.
Mr. Suwasono, S.Pd., the headmaster in SMP Kristen Satya Wacana, who has permitted me
to do the experiment.
5.
Ms. Widhi Nugraheni, S.Pd., M.Pd., the English teacher in SMP Kristen Satya Wacana, for
her permission to use the class.
6.
Erfanto Setiawan, massive thanks for your love, sacrifice, supports and everything that
makes me strong and learns more about life. Never could go on without your supports. Love
you. God bless us.
7.
All of my friends who have given me support in completing my thesis.
iv
TABLE OF CONTENTS
Page
Title Page …………………………………………….....…………………………………….. i
Approval Page …………………………………………….....………………………………... ii
Copyright Statement ……………………………………………............................................. iii
Acknowledgement …………………………………………….....……………………………. iv
Table of Contents …………………………………………….....…………………………….. v
List of figure …………………………………………………………………………………... vii
List of appendices …………………………………………………………………………….. viii
Abstract …………………………………………….....………………………………………. ix
CHAPTER I : INTRODUCTION
1.1 Background of the study ……………………………………………...... 1
1.2 Statement of the problem ……………………………………………..... 2
1.3 Research question .……………………………………………............... 3
1.4 Objective of the study …………………………………………….......... 3
1.5 Scope of the study .…………………………………………….............. 3
1.6 Definition of terms .…………………………………………….............. 3
1.7 Significance of the study .……………………………………………..... 4
CHAPTER II : REVIEW OF LITERATURE
2.1 Definition of perception ………………………………………………... 5
2.2 Definition of games …………………………………………………….. 5
2.3 The importance of games ………………………………………………. 6
v
2.4 Motivation ……………………………………………………………… 8
CHAPTER III : METHODOLOGY
3.1 Participants …………………………………………………………… 10
3.2 Material ……………………………………………………………….. 10
3.3 Data collection ………………………………………………………... 11
3.4 Research procedure …………………………………………………… 12
3.5 Data analysis ………………………………………………………….. 12
CHAPTER IV : DATA ANALYSIS ……………………………………………………….. 14
CHAPTER V : CONCLUSION AND RECOMMENDATION ………………………… 18
REFERENCES ……………………………………………………………………………….. 20
APPENDICES :
Appendix A: The pictures and the alphabet used in the game ……………………………….. 22
Appendix B: The symbols used in the game …………………………………………………. 23
Appendix C: The terms used in the game …………………………………………………….. 24
Appendix D: The questionnaire ………………………………………………………………. 25
vi
LIST OF FIGURES
Figure 1. The motivation of participants ……………………………………………………… 15
Figure 2. Cognitive development of participants ……………………………………………… 16
vii
LIST OF APPENDICES
Appendix A: The pictures and the alphabet used in the game ……………………………….. 22
Appendix B: The symbols used in the game …………………………………………………. 23
Appendix C: The terms used in the game ……………………………………………………. 24
Appendix D: The questionnaire ……………………………………………………………… 25
viii
ABSTRACT
This study discussed about the important of games for learning English. The game
focused on the students’ motivation and cognitive development. The data were collected from the
students at SMP Kristen Satya Wacana. A research question was answered: what was the
students’ perception toward the use of the Matching Terms game in learning English? Forty six
students (n=46) participated in this study. I used the questioner which was adapted from Ibrahim
et al., (2011). The results showed that the most of the students were more motivated to learn
English using games compared to usual methods and the games also improve the students’
cognitive development. The result of the study suggests that games could be applied for learning
English because games were helpful teachers and students in learning. The results were almost
the same with some of the previous finding found by Ibrahim et al., (2011), and Azriel et al.,
(2005).
ix