Developing a Computer Game Entitled The City of English
DEVELOPING A COMPUTER GAME ENTITLED THE CITY OF ENGLISH
AS A MEDIUM IN TEACHING VOCABULARY TO TENTH GRADERS
Fitria Aftinia
English Department, Faculty of Languages and Arts, State University of Surabaya
niafa13@gmail.com
Ririn Pusparini, S.Pd., M.Pd.
English Department, Faculty of Languages and Arts, State University of Surabaya
rrn.puspa@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengembangkan permainan berbasis komputer sebagai media
pembelajaran vocabulary dalam teks deskriptif untuk siswa SMA kelas X dan diberi nama The City of
English. Penelitian ini menggunakan langkah-langkah Penelitian dan Pengembangan (R & D) yang
dimodifikasi yang meliputi kajian pustaka, survei lapangan, desain produk, validasi desain, revisi
desain, dan uji coba. Instrumen yang digunakan yakni lembar validasi, lembar observasi, lembar
angket dan lembar wawancara. Data yang telah didapat kemudian dikumpulkan dan dianalisis dengan
cara persentase. Ada tujuh kriteria yang digunakan dalam menentukan kelayakan sebagai media
pembelajaran. Hasil penelitian menunjukkan bahwa data validasi, observasi, angket dan wawancara
yang diperoleh telah memenuhi kriteria tersebut. Sehingga secara keseluruhan dapat disimpulkan
bahwa permainan yang dikembangkan memenuhi sebagai media pembelajaran yang baik dan efektif.
Kata Kunci: Permainan The City of English, Vocabulary, Kelas Sepuluh.
ABSTRACT
This research aims to develop a computer game entitled The City of English as a medium in
teaching vocabulary in descriptive text to tenth graders. In this research, modified steps of Research
and Development (R&D) were used. Those are literature review, field survey, product design, design
validation, design revision, and field testing. The research instruments are validation form, observation
form, questionnaire form, and interview form. All data gathered were analyzed and resulted in
percentage. There were seven criteria used in determining the expediency of the medium. The result
showed that the data of validation, observation, questionnaire, and interview obtained met those
criteria. Overall, it can be concluded that the game developed is appropriate as a good and effective
instructional medium.
Keywords: The City of English Game, Vocabulary, Tenth Graders.
subjects. The purpose of English subject itself cannot be
separated from the function and purpose of national
education. The purpose of English subject is to develop
the potential of students in order to have interpersonal,
transactional, and functional competence, by using oral
and written communicative action, by using a variety of
English texts at the level of functional and informational.
According to curriculum 2013, English is given to
students starting from the first grade of junior high
school.
Relating to the types of learners, Sugar and Sugar
(2002) states that learning types can be expressed into
two. They are internal and external styles. In making a
product or solution, internal learners prefer working
alone. They tend to find the solutions in their heads
before bringing up an answer (Sugar & Sugar, 2002). At
the same time, external learners are very social and
evolve on group interaction and collaboration. Games are
INTRODUCTION
Based on Undang-Undang Number 20/2003 about
National Education System, curriculum is a set of plans
and setting of the objectives, content, and teaching
materials as well as the methods used to guide the
implementation of learning activities to achieve specific
educational objectives. Curriculum 2013 which is already
inaugurated aims to prepare Indonesia people in order to
have the ability to live as a person and a faithful,
productive, creative, innovative, and affective citizen. It
is also expected that people especially students are able to
contribute to society, nation, state, and civilization of the
world.
Concerning the curriculum 2013, the structure of
secondary education curriculum consists of a number of
subjects (compulsory and elective subjects), time
allocation (beban belajar), and school calendars. English
becomes one of compulsory subjects and elective
1
Retain. Volume 02 Nomor 02 Tahun 2014, 0 - xxx
surely helpful in engaging those two types of learner. As
Sugar and Sugar (2002) say, games help encouraging
internal learners in providing the best answers and also
serve an opportunity for external learners in testing their
leadership skills out.
In basic competence of English as compulsory
subject for tenth graders, in curriculum 2013, it is stated
that students are expected to comprehend the meanings of
descriptive text about people, tourism objects, and wellknown historic buildings both in spoken and written
form. In fact, according to questionnaire that the writer
has shared to thirty five students of senior high school in
Surabaya, twenty one students admit that they find it
difficult in understanding text in English lesson. The
reason is they do not know the meaning of vocabulary, in
other words, it is because they lack of vocabulary. It is
understandable because vocabulary and reading are
related closely (Constantinescu, 2007).
Looking back at standar isi of the previous
curriculum, there are some principles of curriculum
implementation. One of them is learners should receive
qualified education, as well as an opportunity to express
themselves freely, dynamically and delightfully. While in
curriculum 2013, the improvement of some mindsets is
developed. One of them is the change of one-way
learning into interactive learning. In order to make an
interactive learning and give students opportunity to
express themselves delightfully, teacher can use media.
There are some categories of media such as visual, audio,
audio visual, and multimedia. Presently, multimedia are
often be used in various fields including in education. A
principle of curriculum implementation in standar isi
2006 says that the curriculum is implemented by using
multi-strategy and multimedia approach. It is actually
same as the learning patterns which are stated in
regulation of Education and Culture Minister Number 69
Year 2013 about basic structure and curriculum
framework of high school/Madrasah Aliyah. Another
improvement of mindsets stated in curriculum 2013 is the
change of learning patterns from a single tool to
multimedia-based learning. Therefore, using multimedia
in language classroom clearly supports curriculum
implementation.
There are many examples of multimedia and one
of them is computer games. Using games in language
teaching and learning is supported by Prensky (2003)
who states that there is enormous potential for learning in
gaming. In order to meet particular instructional needs,
some instructional games can be readily modified
(Heinich, Molenda, Russell, & Smaldino, 1999).
According to Sugar and Sugar (2002), games can assist
educators to maximize the learning potential of each
student. In fact, although there are so many educational
games in the form of computer games which are
available, schools in Indonesia seldom use it in language
classroom. Knowing that almost all schools in big cities
like Surabaya already have computers for each student, it
is not impossible to make use the facility for teaching and
learning activity especially for English subject.
In the computer game which is developed,
students as players must follow the plot of story that the
game provides. In the game, students meet some
characters who lead them to a case that must be solved.
To solve the case, students are given three descriptive
texts and some questions related. The story is written in
English and students can know the translation of some
words in Bahasa Indonesia by using cursor. The
questions given are related to vocabulary in descriptive
text. The correct answers will be showed up after
students answer all questions for each text.
In the previous research conducted by Pamula
(2012), a computer game named Snakes and Ladders was
produced. However, the game is intended for second
graders of elementary school. Recently, it is not easy to
find the proper games that meet the curriculum. Knowing
there is a gap between the expectations in curriculum and
the facts, this research will be beneficial. The focus of
this research is developing an educational game for
computer named The City of English. The game which is
developed functions as medium in teaching vocabulary to
tenth graders.
Based on the explanation above, this research was
intended to develop a computer game entitled The City of
English as a medium in teaching vocabulary to tenth
graders and to know students’ responses toward the
game. It is hoped that this research would give benefits
for students as a medium to learn vocabulary in
descriptive text and for English teachers as an alternative
medium in teaching vocabulary.
METHODOLOGY
This research used Research and Development
(R&D). According to Gay (1987), developing effective
products for use in schools is the major aim of R & D
efforts. The researcher developed a product which was a
computer game named The City of English as a medium
in teaching and learning vocabulary. Borg and Gall
(1983) state some steps of R & D and this research used
modified steps based on the researcher’s need. Those
steps are divided into two stages. The first is preliminary
stage which consists of literature review and field survey.
Literature review includes analyzing learners, stating the
objective, selecting methods, selecting media, and
selecting materials, while field survey includes teachers’
and students’ condition, media, and school environment.
In analyzing students’ need, questionnaire was shared to
Developing a Computer Game Entitled The City of English
thirty five students of tenth grade in SMA
Muhammadiyah 2 Surabaya. The second is development
stage which comprises product design, design validation,
design revision, field testing, and report.
The researcher used students in testing out the
medium developed. They were students in one class of
tenth grade in SMA Muhammadiyah 2 Surabaya which
the class was decided by using simple random sampling.
Since the researcher intended to apply the game in
international class, every international class of tenth
grade in SMA Muhammadiyah 2 Surabaya had equal
possibility to be chosen as sample. In this sample
technique, “the sample is unbiased and the inferences are
most generalizable amongst all probability sampling
techniques” (Bhattacherjee, 2012). Finally, X MIA 2 was
chosen as sample. The target of research was game
developed and the sources were data from experts,
students, and observers.
This research used some instruments; those are
validation form, observation checklist, questionnaire, and
interview. The validation form was used to assess the
game developed based on the theories. The theories are:
(1) Instructional media must be compatible with learning
objective (Indriana, 2011), (2) Instructional media must
be compatible with instructional content (Indriana, 2011),
(3) The materials in media are valid (Erickson & Curl,
1972), (4) One criterion of instructional media is the
technical quality (Walker & Hess, 1984). The validation
form contains 4 scales; strongly disagree, disagree, agree,
and strongly agree. The persons who filled the validation
form were English teachers as experts and practitioners.
Then the game was revised based on experts’ suggestions
by considering the learning objectives which should be
achieved.
After being revised, the game was field tested.
The observation was used to know students’ activities
during the teaching and learning process by using game
developed. Observation sheets were filled in by observers
and they took notes activities happened during field
testing too. Data of observation were also used to know
whether the game developed was suitable with the theory
from Fenrich (1997), that was an effective game should
involve students actively in learning. After applying the
game developed, questionnaire was shared to students.
The questionnaire contains 4 scales; strongly disagree,
disagree, agree, and strongly agree. It was used to know
students’ responses and whether the game developed was
suitable with theories; (1) Instructional media are
attractive (Erickson & Curl, 1972), (2) Games can be fun
ways to learn (Fenrich, 1997), (3) An effective game
should challenge students (Fenrich, 1997). Interview was
conducted to nine students as representatives of the class;
three students with high proficiency in English, three
students with middle proficiency in English, and others
with low proficiency in English. It was used to match the
answers on questionnaire.
The data of validation and questionnaire were
analyzed by using formula stated below.
The percentage =
SUM is total of score obtained and highest score is
four times the total number of respondents. Data of
observation were analyzed by using formula stated
below.
Percentage =
The data analysis resulted in percentage and the
percentage was interpreted in criteria.
Table 1 The Criteria of Score Interpretation
The
Criteria
Percentage
0% - 20%
Very weak
21% - 40%
Weak
41% - 60 %
Enough
61% - 80%
Strong
81% - 100%
Very strong
(Riduwan, 2010)
If the answer compatibility between questionnaire
and interview is ≥ 60%, the result of questionnaire is
considered appropriate.
RESULTS AND DISCUSSIONS
The game was developed in two stages; those are
preliminary stage and development stage. In preliminary
stage, it was known that learners were adolescents and
based on their development stage the game developed
was suitable with them. The condition of school, teacher,
and students support the game developed. In
development stage, the data of validation showed that
every indicator reached at least strong criterion. It means
that the game developed fulfils the criteria which say that
instructional media must be compatible with learning
objective and instructional content, the materials in media
are valid, and the technical quality must be considered in
instructional media (Indriana, 2011; Erickson & Curl,
1972; Walker & Hess, 1984). Since the experts gave
some suggestions, the game was revised first before it
was applied. However, not all suggestions were used to
revise the game because the game developed should
achieve learning objectives which had been determined.
The first revision was about the character’s movement
and the second revision was about score displayed on the
game.
3
Retain. Volume 02 Nomor 02 Tahun 2014, 0 - xxx
7.
Before Revision
After Revision
Figure 1 The Character’s Movement
Before Revision
After Revision
Figure 2 The Display of Score
The result of validation is briefly stated in the
table below.
Table 2 The Result of Validation by the Experts
Result
No.
1.
2.
3.
4.
5.
6.
Indicators
Expert Percentage Criteria
1
2
4
3
87.5%
Very
strong
3
4
87.5%
Very
strong
4
4
100%
Very
strong
4
4
100%
Very
strong
The display of 4
words is suitable
with background.
The appearance of 4
picture is suitable
with background.
4
100%
Very
strong
4
100%
Very
strong
The medium is
compatible with the
learning objective.
The medium is
suitable to be used
for
teaching
vocabulary.
Synonyms
and
antonyms in the
text displayed in
the
game
are
appropriate.
The instruction in
the game is clear.
The words in the
medium are easy to
be read.
8. The colours are
attractive.
9. The display of text
is attractive.
10. The pictures in the
game are attractive.
Average
4
4
100%
Very
strong
3
4
87.5%
3
4
87.5%
3
3
75%
Very
strong
Very
strong
Strong
Very
strong
Students’ activities observed showed that more
than sixteen students did not divert their attention from
the medium (game) used, continued to play the game
during the time provided, did the activity based on the
instruction, expressed their happiness during the game,
and wanted to continue playing although the time
provided was up. However, eighteen students asked about
the instruction in the beginning. This activity was
observed just to know the clarity of the game developed.
Although this only one indicator did not reach strong
criteria, the result still showed that the game developed
involved students actively in learning (Fenrich, 1997).
The data got were shown in the table below.
Table 3 The Result of Observation
No.
Number
of
Percentage
Aspects
Students
Yes No
Yes
No
1.
Students do not 18
3
86% 14%
divert
their
attention from the
medium
(game)
used. (No chatting
with other friends).
2.
Students continue 18
3
86% 14%
to play the game
during the time
provided. (They do
not
do
other
activities like doing
something
with
their cell phones.)
3.
Students do not ask
3
18 14% 86%
about
the
instruction or rules
of the game to
other students or
teacher.
4.
Students do the 20
1
95%
5%
activity based on
the instruction.
5.
Students express 20
1
95%
5%
92. 5%
Developing a Computer Game Entitled The City of English
Data obtained from interview showed that more
than 61% of students’ answers were the same as the
answers on questionnaire. Therefore, the answers on
questionnaire were considered appropriate. Finally, after
all data got were analyzed, the results were reported.
their happiness (by
smiling, laughing,
etc.) during the
game.
6.
Students want to 17
4
81% 19%
continue playing
although the time
provided is up.
Questionnaire was shared to students after they
played the game. According to the result of
questionnaire, every indicator reached at least strong
criterion. It means that the game developed is suitable
with theories: Games can be fun ways to learn (Fenrich,
1997), the instructional media are attractive (Erickson &
Curl, 1972), and an effective game has to challenge
students (Fenrich, 1997). The data of questionnaire were
shown in the table below.
Table 4 The Result of Questionnaire
No.
Indicators
Percentage
Criteria
1.
The
game
is
interesting.
2. Students want to
play it again.
3. The game is suitable
with
students’
interests.
4. Students
like
learning English if
the game like this is
used.
The Students’ Interest
5. The game design is
very attractive.
6. The way to play the
game is interesting.
7. The rules of the
game are easy to be
understood.
The Attractiveness of the
Medium
8. Students do not want
to fail in completing
the mission on the
game.
9. Students want to
play again if they
fail to complete the
game.
The Challenge Provided
by the Medium
Average
79%
Strong
75%
Strong
69%
Strong
89%
Very
strong
78%
74%
Strong
Strong
76%
Strong
82%
Very
strong
77%
Strong
85%
Very
strong
83%
Very
strong
84%
Very
strong
Strong
79%
CONCLUSIONS AND SUGGESTIONS
Conclusions
From the result and discussion, it can be
concluded that the game developed was developed in two
stages. They were preliminary stage and development
stage. In preliminary stage, literature review and field
survey were conducted. From those two steps, it can be
said that the game developed supports teachers’ and
students’ condition, media, and school environment. In
development stage, product design, design validation,
design revision, and field testing were conducted. Those
steps were done and the result was finally reported. These
two stages result in a computer game as medium in
teaching vocabulary for tenth graders.
The students’ responses toward the game
developed are good. All students stated that the rules of
the game developed were easy to be understood and they
liked learning English if the game like this was used.
Students’ opinions were also got from the interview and
the result showed positive responses.
Overall, it can be said that the game developed
fulfils seven criteria of effective and good instructional
media. Those are: (1) Instructional media must be
compatible with learning objective (Indriana, 2011), (2)
Instructional media must be compatible with instructional
content (Indriana, 2011), (3) The instructional media are
attractive (Erickson & Curl, 1972), (4) The materials in
media are valid (Erickson & Curl, 1972), (5) One
criterion of instructional media is the technical quality
(Walker & Hess, 1984), (6) An effective game has to
challenge students and involve them actively in learning
(Fenrich, 1997), (7) Games can be fun ways to learn
(Fenrich, 1997).
Suggestions
Since the game entitled The City of English
needs time for its preparation to be utilized in classroom,
teacher must pay attention to computers or laptops
available. They must be free from virus which can hinder
the teaching and learning process. Teacher may also tell
students that there will be exercises after playing the
game so the students do not just click everything at
random. It can avoid the weakness of educational games
that is “some products show fancy displays, but do not
teach” (Fenrich, 1997).
For further development, the game could be
given voice every time the sentence, monologue or
5
Retain. Volume 02 Nomor 02 Tahun 2014, 0 - xxx
dialogue, appears on the screen. It can train students’
listening skill and help them in speaking with correct
pronunciation. Besides, in this research, the development
of the game entitled The City of English was only tested
in small scale so it needs further research to be utilized as
the medium in bigger scale.
REFERENCES
Bhattacherjee, A. (2012). Social Science Research:
Principles, Methods, and Practices
Borg, W. R., & Gall, M. D. (1983). Educational
Research: An Introduction (4 ed.). New York:
Longman Inc.
Constantinescu, A. I. (2007). Using Technology to Assist
in Vocabulary Acquisition and Reading
Comprehension. The Internet TESL Journal,
XIII(2).
Erickson, C. W. H., & Curl, D. H. (1972). Fundamentals
of Teaching with Audiovisual Technology (2
ed.). New York: Macmillan Publishing
Company Inc.
Fenrich, P. (1997). Practical Guideliness for Creating
Instructional: Multimedia Applications. Fort
Worth: The Dryden Press, Harcourt Brace
College Publishers.
Gay, L. R. (1987). Educational Research: Competencies
for Analysis and Application (3 ed.). Ohio:
Merrill Publishing Company.
Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S.
E. (1999). Instructional Media and Technologies
for Learning (6 ed.). New Jersey: Prentice-Hall,
Inc.
Indriana,
D. (2011). Ragam Alat Bantu
Pengajaran. Jogjakarta: DIVA Press.
Media
Pamula, E. (2012). Modifying Conventional Snakes and
Ladders Game into Computer Game as a
Medium for Teaching Vocabulary to the Second
Graders.
Bachelor,
Universitas
Negeri
Surabaya, Surabaya.
Prensky, M. (2003). Digital game-based learning. ACM
computers in entertainment, 1(1), 1-4.
Riduwan. (2010). Skala Pengukuran Variabel-variabel
Penelitian. Bandung: ALFABETA.
Sugar, S., & Sugar, K. K. (2002). Primary Games:
Experiental Learning Activities for Teaching
Children K-8 (1 ed.). San Francisco: JosseyBass.
Walker, D. F., & Hess, R. D. (1984). Instructional
Software: Principle and Prespectives for Design
and Use. California: Wadsworth, Inc.