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| Cover by I Wayan Sumerta Winaya Asnadi |
CHAPTER I
INTRODUCTION
1.1 Research Background
Nowadays, English plays crucial roles in the world specifically in ASEAN community era. English becomes the basic language which needs to be
comprehended as well as the requirement in order to be able to competing
with others nation labor in
ASEAN community.
Based on
this case, therefore, Indonesia government enhances more certain rules regarding to the exertion of English comprehension through teaching
English in earlier ages. Our government, through Ministry of Education and Culture regulates that English must be taught
in primary
school as one subject in the local content. Therefore, many primary schools implement this policy conducting English language teaching. Of course,
in implementing this policy, teachers are the ones who have high responsibility
toward teaching English to the students especially
young learners.
Deal to this point, teachers should not rely
on material only. It is a must for
the teachers to consider the characteristics of
the learners who are
taught. In this
case, the characteristics of young learners are highly
considered. According to
Harmer (2007), age of
learners
plays crucial role which influence the effectiveness of teaching. He also stated that young
learners have a short attention span: they
can
easily get bored after 5-10 minutes. In addition, Ersoz (2007) also noted that young learners have low concentration. Young
learners tend to play rather than learning. Hence, teacher really
needs such an appropriate media in
teaching young
learners which is interactive
to attract young learners’ attention. One of the teaching media proposed
is ICT
based media.
The
role of Information Communication Technology (ICT) has become more diverse within
teaching over the last two decades. A study conducted by
Lim
(2005) found that the use of ICT in teaching and learning allowed students to
be active in finding
information and build
knowledge from information obtained
by the chance to cross-link between knowledge of subjects without restricted by
time and distance. In addition, another study conducted by Moore (2005) about the positive impact of ICT on pupils’ learning such as increased students’ motivation to
stay on-task and lead them to be better in behaving and producing high quality
work. Therefore, ICT has a powerful role as a media in teaching.
A study
conducted by Boeker et al. (2013) found that teaching using Game
based E-learning (GbEl) had significantly better than using script method. This is also proven by the finding of Aditama (2014) about the use of game specifically Secret Message Game toward students’ vocabulary
achievement. The result of his
study showed significant difference toward students’ vocabulary achievement
before and after treatment using
Secret Message Game. Thus, teachers in
conducting an effective teaching
English class are obeyed to be effective in
teaching English to the students. Therefore, it is necessary that, teachers should adopt a good media in teaching English especially for young learners. One of
them is game specifically ICT based interactive
game as an interactive teaching
media.
Pragmatically, the result of this study will help the teacher in determining the effective teaching
media to teach English for primary school. Using ICT based interactive game actually really
contributes a significant effect toward students’
English achievement. Hence
then, in this
proposal, the
researcher examines
further about the effectiveness of
using ICT based interactive
game on students’ English achievement especially for fourth graders of SD Negeri Paket Agung Singaraja.
1.2 Research Questions
Based on the research background above, the research question of this study
is stated as follows.
1.2.1 Is the use of ICT based interactive game effective on students’
English achievement of fourth graders of SD Negeri Paket Agung Singaraja in
the academic year 2016/2017?
1.2.2 Is there any significant difference between the uses of ICT based
interactive game as a teaching
media to conventional teaching
media
toward students’ English achievement of fourth graders of
SD Negeri Paket
Agung Singaraja in
the academic year 2016/2017?
1.3 Research Objectives
Based on the research questions above, the objectives of this research are as
follows.
1.3.1 Investigating the effectiveness of using ICT based interactive
game on students’ English achievement of fourth graders of SD Negeri Paket
Agung Singaraja in the academic year 2016/2017.
1.3.2 Investigating the
difference between the uses of ICT based interactive
game as a teaching
media to conventional teaching media toward students’
English achievement of fourth graders of SD
Negeri Paket
Agung Singaraja in
the academic year 2016/2017?
1.4 Research Significance
The result of this study is expected to be significant
theoretically and practically.
1.4.1 Theoretical
Significance
Theoretically, this study is significant becomes an empirical evidence
that the use of ICT based interactive game for fourth gradersrs of
primary school is
very
effective toward students
English achievement in learning
activity.
1.4.2 Practical Significance
Practical
significance of this
study includes
students, teachers,
and researchers.
1.4.2.1 Students
The result of this study can give beneficial impact on students’ English achievement. Hence
then,
students will be
able to improve themselves especially to mastery English as
an international language.
1.4.2.2 Teachers
The result of this study
can
be a reference or consideration for
the teachers in developing
effective teaching technique
which
is
utilized in teaching-learning process in the classroom.
1.4.2.3 Researchers
For the researchers, the result of this study hopefully becomes
a reference or additional source as well as information when they
examine others topic
related with this study.
1.5 Research Scope
This study is conducted to investigate the effectiveness of using ICT Based interactive game on students’ English achievement in primary school. This study is restricted for one class of primary school especially fourth graders of SD Negeri
Paket Agung Singaraja in the
academic year 2016/2017.
1.6 Definition of Key Terms
The definition of key terms involves conceptual definition
and operational definition as
follows.
1.6.1 Conceptual Definition
a. Young Learners
Young learners refer to the
students who are in the
age of 7-12 year old and
attending the formal
school at the first
year (Read,
2011). Moreover Ratminingsih
(2012) defines
young learners as the active learners
who tend to learn
new language or pattern
while they are
playing and having fun
with movement.
b. ICT Based Interactive
Game
ICT based interactive
game is defined as the
combination of electronic, text, graphic, moving images and sound into media digital
which aims at attracting
people to interact (England
& Finney,
2011).
c. English
Achievement
Lawrence & Vimala (2012) define English
achievement as
the
level of
success of English learning which is gained by the students indicated by
test scores, graders, graders points,
average and degrees.
d. Conventional Teaching Media
Marwedel & Sirocic (2003) argue conventional teaching media refers to the textbooks which are lack of pictures or image, but many words and
sentence, as
well
as tasks or exercises given.
1.6.2 Operational
Definition
a. Young Learners
Young learners in this study refer to the fourth graders of SD Negeri
Paket Agung Singaraja in
the academic year 2016/2017. b.
ICT Based Interactive
Game
ICT based interactive game in this study refers to game developed
using Power Point Program which contains vocabularies, moving pictures, and sound. This
game contains some
questions related to the
material being learnt.
c. English
Achievement
In this study, English achievement refers to the result of students’
test gained by
having post test after they are taught using ICT based
interactive game as media and
conventional
teaching media.
d. Conventional
Teaching Media
Conventional teaching media in this study
refers to the use of textbooks, whiteboards, and board
markers in teaching process.
CHAPTER II
REVIEW OF RELATED
LITERATURE
2.1 Theoretical
Review
2.1.1 English Achievement
Achievement is the competence
of a person in relation to a
domain of knowledge (Algarabel & Dasi, 2001). It refers to the
cognitive
domain of the learners itself. Lawrence & Vimala (2012) argue that learning achievement can
be assumed as the level of success of learning which is gained by
the
students
indicated by
test scores, graders, graders points, average and degrees in which
learning is as an effect of experience on behaviour (Houwer, et al. 2013).
Therefore, in this research, the learning achievement will be more specified into the students’ English vocabulary
mastery. In the other words, the students’ learning achievement will be considered as how good they
can
learn new words,
making sentences, and the use of the words in daily life based on the context given by the teacher.
2.1.2 The Nature of Young Learners
2.1.2.1
The Definition of Young Learners
Young learners are a term used for the students who are in the age of 7-
12 years old and attending the formal school at the first year (Read, 2011). According
to Cameroon (2002), young learners usually please their teacher
rather than their friends even
they
do not understand yet about
the reasons why
they do that kind of activities. Another expert notes that, young
learners are
students who are
not adults yet and to teach
this
age
group,
means
to
understand them, know what their
attitudes, opinions, and interest are. Moreover Ratminingsih (2012) defines young
learners as the active learners.
She
notes that young
learners tend to learn new language or pattern while they are playing and having fun with movement.
2.1.2.2
The Characteristics of Young Learner
There are some characteristics of young learners proposed by
Pinter
(2006) namely: keen and
enthusiastic, curious and
inquisitive, outspoken, imaginative
and creative, active
and like to move around,
interested
in
exploration, learning
by doing/hands on experience, and holistic (natural
learners searching for meaningful messages). In
addition, Harmer (2007)
argues that age of learners plays crucial role which influence
the effectiveness
of teaching. He also stated that young learners have a short attention span:
they can easily
get
bored after 5-10 minutes. Furthermore, Ersoz (2007) also notes that young learners have low concentration and tend to play rather than learning. Hence, young learners are very
active learners which need a good
teaching technique and media to attract their attention to language learning.
2.1.3
Information Communication and Technology (ICT)
Information Communication and Technology which is concisely
abbreviation of ICT refers to the
use of computer-based communications technology that
serves as
a
network to find
information. This includes computer hardware and software that can be used for teaching and learning and information resources (Goay
and
Wong, 2003). According to Betca (as cited in Young, 2006) there are
some kinds of ICT
used in teaching and
learning process, including: television
screen, large screen monitors, LCD panels, plasma screens,
data projectors, and
interactive white
boards.
Moreover Wojtowicz et.al (2011) define ICT as a
diverse
set
of technological tools and
resources which
are used to communicate, create,
disseminate, store, and manage information. They
discuss that ICT is very
beneficial in language
teaching. Thus, in this research, the
writer proposes the kind of ICT used
is computer/laptop, LCD,
projector, and
speaker.
2.1.4
Game in Language Teaching
and
Advantages
Wright & Betteridge (2006) define game
as an
entertaining and
engaging
activity, often challenging and it allows the learners to interact with others. They
argue that the learners will not get bored to interact with others
instead of breaking
the challenge.
Games can be
used as instructional activities or
some of the aspects of games can be incorporated into other instructional activities to make
them more enjoyable for the learner (Garris,
Ahlers, & Driskell, 2002).
Since some decades, the use of game especially
instructional games has been increased in language learning (Hays, 2005). Prensky (as cited in Hays,
2005) argued that young learners raised playing
video games, have changed in ways that turn them off
to
conventional instruction. It has also been suggested that instructional games, because
of their applied and dynamic
nature, can heighten the learner's motivation and interest more effectively than classroom lectures.
Furthermore, Masri and Najar
(2014) argue that games are often
associated with fun. In their study, they
propose that games have proven to
have advantages
and
effectiveness
in learning vocabulary in various
ways:
1. Games bring in relaxation and fun for students, thus help them learn and retain new
words
more easily.
2. Games
usually
involve
friendly competition and
they keep learners
interested.
3. Vocabulary games bring real
world context into
the
classroom and
enhance students' use of English
in a flexible, communicative way.
4. Games are highly motivating and they give students more opportunity to express
their opinions and feelings.
5. Games add diversion
to the regular classroom activities,"
break the ice",
but they are also
used to introduce new ideas.
Thus,
from the theories above, it can be concluded that game plays important roles in students’
English achievement. Game becomes the
effective
technique or media for the teachers to conduct an effective teaching process in
the classroom with the good effect
and
good result of learning.
2.1.5
ICT Based Interactive Game
ICT based interactive
game refers to the game which is ICT based using
computer program especially Power Point Presentation application.
This game is interactive
because it can reply students’ answers toward the questions presented in the
game. Hence, the
writer combines the ICT
with instructional
game as
the media of language teaching called ICT-based interactive game.
This media is inserted in the main activity in teaching learning process to
young learners. Below
are the steps.
1. Teacher opens
the class by
greeting,
checking attendance, and praying.
2. Teacher brainstorms the students by asking some questions related with the
topic being learnt.
3. Teacher starts to introduce some vocabularies to the students by showing some
pictures including the material.
4. Teacher divides the students into several groups consist of 4-5 students,
then explains the way how to play the game.
5. Teacher leads
the
students
to
play the game,
finished
with
the
announcement of the winner of the game.
6. Teacher asks the students to do the exercises, like matching, fill in the blank,
true false, etc.
7. Teacher does
discussion with the students as
well as giving feedback.
8. Close
the class by reviewing the lesson with students and giving follow- up activity.
2.1.6 Conventional Teaching Media
Conventional teaching media is the teaching media which are regularly
used by the teacher. Marwedel & Sirocic (2003) state that one types of conventional teaching media is
text
book. In this case, the textbooks refer to the
textbooks which are lack of pictures or image, but many words and sentence, as well as tasks or exercises given. In addition,
conventional teaching media
usually uses black or white board as the media for teacher to write down some words or sentences in English and the translation in order to make
the students easier to take a note.
2.2 Empirical
Review
To prove that ICT and
game are effective as
teaching media, the writer reviews some research toward the use of ICT in teaching and learning process and the effectiveness of using game toward the students’ learning
achievement. Using
games in a meaningful way within lessons depends far more on the effective use
of existing teaching skills than it does on the development of any new, game- related
skills.
Rondon et al. (2013) conducted a research about game based method toward the
students’ performance in learning
process. The result is that, the students that received the game-based method performed better in the pos-test assessment. Students that received the traditional method performed better in both post-test
and
long-term post-test when considering the Anatomy and Physiology questions.
In
summary, the game-based learning
method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture
still seems to be more effective to improve students’ short and long term knowledge retention.
Boeker et al. (2013) in their research found that teaching using Game based
E-learning (GbEl) had significantly better than the use of script method. They used 82 subjects allocated for training
with an educational adventure-game (GbEl group) and 69 subjects for conventional training with
a written script-based
approach (script group). The result showed that students in the GbEl group achieved significantly better results in the cognitive knowledge test than the
students in the script group: the mean score was 28.6 for the GbEl group and 26.0
for
the script group of a total of 34.0 points. In addition
to their study, students’
attitudes towards the recent learning experience were significantly more positive
with GbEl. Students reported to have more fun while learning with
the game when
compared to the script-based
approach.
A study conducted by Aditama (2014) about the use of game specifically
Secret Message Game toward students’ vocabulary achievement
showed
significant difference. In his study, the result showed that the mean score of students’ vocabulary
before being taught using Secret Message Game was 63.86. Meanwhile, the mean
score of students’
vocabulary after being
taught using Secret
Message Game
was
76.30. This indicated that
game especially Secret
Message Game was effective used in teaching vocabulary. Through this Secret
Message Game, the students are easier
to understand and memorize vocabularies that
have been taught.
Thus, from the findings found by the previous researchers, the write believes that an interactive teaching media really
affects students’ attention. An interactive
media specifically the combination between ICT and game, in this sense ICT based interactive game is very effective and has significant effect as teaching
media on students’ English achievement especially
young learners.
2.3 Conceptual
Framework
Some theories agree
that the use of ICT based interactive games in language teaching is effective toward the students’ English achievement especially for the
young learners. These are proven by the result of some researchers toward games
in language
teaching in which it has effectiveness and significant effect on
students’ English achievement.
Through the use of ICT
based
interactive games,
students are enjoyable feel relaxed in English language
learning. Therefore, the
students will be more focusing or
more paying attention on the material being learnt in the learning process. In addition, this media will help the students easily
to understand the material while they
are playing the game. In brief, it can be
assumed that the use of
ICT
based interactive game is effective toward students’ English
achievement in learning process.
2.4 Research Hypothesis
Deal with the theoretical framework above, the following is the hypothesis of this
study.
2.4.1 The use of ICT based
interactive game
is very effective
on students’
English achievement especially for fourth graders of SD Negeri Paket Agung Singaraja in the
academic year 2016/2017.
2.4.2 There is significant difference between the use of ICT based interactive game as a teaching media to conventional teaching media toward students’
English achievement for fourth graders of SD Negeri Paket Agung Singaraja in
the academic year 2016/2017
CHAPTER III RESEARCH METHOD
3.1 Research Design
This study is designed using an experimental study. In
conducting this study, the researcher uses post test only
control group which pervades two groups or classes of fourth graders. Those two groups are assigned differently. The first
group is decided randomly into experimental group, while the second group is
assigned to be a control
group. Both
groups administered with different teaching
media. The experiment group is taught by using ICT based interactive game to see the effect. In contrary, the control group is taught by
using conventional
teaching media. Then, after they are taught using
different media,
they
are assessed through
post-test technique
as the way
how to examine the data to be analyzed into the finding and
discussion.
3.2 Population and Sample
3.2.1
Population
As the population of this study is the fourth grader of SD Negeri Paket Agung
Singaraja in the academic year 2016/2017.
This grade is
consisting of three classes, namely 4A
class,
4B class, and
4C class.
3.2.2
Sample
From the population above, the sample of this study is 4A class and
4B class which are determined randomly through lottery system. The 4A class is consisting
of 20 students and 4B class is consisting of 20 students. The
4A class is used as the experimental group, while the 4B class is used as the
control class.
3.3 Research Variables
3.3.1
The Independent
Variable
The use of ICT based interactive
game became
the independent variable in this research. This variable is freely existed as the variable which affects the dependent
variable.
3.3.2
The Dependent Variable
The dependent variable used in this study is the students’ English achievement. This variable is affected by
the use of ICT based interactive game as the
independent variable.
3.4 Data Collecting Method
There are two types of data collecting
method used in this study, namely try- out and post-test. Below are the further explanations of
try-out test and post- test.
3.4.1
Try-out test
Try out
test is the first step of test
conducted in
this study. The researcher uses this test as the way
how
to ensure that the students are ready to be tested using
post-test besides to make sure that the test is valid and
reliable or not. Both
classes
are
given the same test
as well as the post test.
3.4.2
Post-test
The second step of this study is the use of post-test. This test is used to gain the data whether there is difference
between two groups or
classes
taught by different teaching media. As been stated previously, both classes are given different treatments.
3.5 Research Instruments
This
study
uses three types
of instruments as follows.
3.5.1
Instrument Try Out
This instrument is used to
test the students before they have post
test.
3.5.2
Instrument for Supporting Data
Instrument for supporting data including
lesson plan and teaching scenario as the guidance to conduct the teaching using ICT based interactive games as a teaching
media and also teaching using
conventional teaching media.
3.5.3
Instrument for Collecting Data
As the main instrument to collect the data, the researcher uses post- test to both control group and experimental
group.
3.6 Validity and Reliability
3.6.1 Validity
To analyze the validity of the instrument, before it is applied, the researcher asks two experts to examine
the items appropriately. Then, the results are analyzed by using Gregory’s formula. The Gregory Formula can be seen as follows:
Content Validity = D
(A+B+C+D)
In which:
A : disagreement between
the
two judges.
B & C : different
agreement between
two judges. D : agreement between
the
two judges.
The level of content
validity can be seen as follows:
Table 1
The Level of Content Validity
Content Validity
|
Level
|
0.80 – 1.00
|
Very High
|
0.60 – 0.79
|
High
|
0.40 – 0.59
|
Moderate
|
0.20 – 0.39
|
Low
|
0.00 – 0.19
|
Very Low
|
3.6.2
Reliability
The reliability
for
the objective test instrument which is administered
to both groups will be measured by
using
KR-21 (Kuder-Richardson) formula.
The KR-21 formula
can be seen
as follows:
In which:
|
|
K = the number of test
items
the standard deviation
of the scores the
mean of the scores
Table 2
Ratio Used in Measuring Reliability
Reliability Coefficient
|
Qualification
|
0.80 – 1.00
|
Very High
|
0.60 – 0.79
|
High
|
0.40 – 0.59
|
Average
|
0.20 – 0.39
|
Low
|
0.00 – 0.19
|
Very Low
|
3.7 Data
Analysis Technique
3.7.1 Descriptive Statistic
Analysis
In descriptive statistic analysis, the
researcher
finds out the mean, median, mode, range, variance, and standard deviation from the obtained data. Below
are the definition
according to Hinkle, Wiersma,
& Jurs (1979).
a. Mean
Mean is defined as the arithmetic of a distribution
scores. In this study,
mean is the average number of the students’ score.
b. Median
Median is 50th percentile, point on the scale measurement below which
fifty percent
of the students’ scores fall.
c.
Mode
Mode is the number which frequently appears in the students’ score
distribution. d. Range
Range
is defined as the difference
between the
highest score
and
the lowest score.
e. Variance
Variance can defined as the
preferred measure
of dispersion when the
data have been measured on interval score or
the mean of squared deviation scores.
f. Standard
Deviation
Standard deviation means the positive square root of variance and used to measure the spread of dispersion of
scores in the distribution.
3.7.2 Inferential Statistic
Analysis
Inferential analysis refers to certain procedures as the way how the
researcher makes inferences about the population based on the findings from
the sample. This analysis consists of normality and homogeneity. If the data
are
normal and homogeneous, then the data are analyzed by
using parametric
test of independent sample
test (T-Test). Practically, the researcher
will use SPSS (Statistical Product and Service
Solution) program to analyze the obtained data. In determining
the significant difference, the researcher will
concern about
the criteria as follow:
Table 3
Criteria for Determining
Significant
Difference
The value of ‘t’
|
Description
|
tobs > tcv
The tobs is more than
tcv
|
ICT-based
interactive game has significant
effect
on students’ English achievement of fourth graders
of SD Negeri Paket
Agung Singaraja.
|
tobs < tcv
The tobs is less
than tcv
|
ICT-based
interactive game does
not have
significant effect on students’ English achievement
of fourth graders
of SD Negeri Paket
Agung Singaraja.
|
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