AK20603 KAEDAH PENYELIDIKAN KOMUNIKASI

SESI 2015/2016

NAME : LOH SI WEN

MATRIC NO : BA14110252

GROUP : A

GROUP NAME : TRIPLE S

LEADER NAME : SEPTIVIANA MALAU BA14110586

GROUP MEMBER: YEOH SU MAY BA14110701

TITLE :

Mastery Students English Proficiency through English Application Games:

A Comparative Research Towards Oh My English! And Johnny Grammar

Word Challenge

1

CONTENT

PAGES

1.0 INTRODUCTION 2-3

1.1 PROBLEM STATEMENT 4

1.2 RESEARCH QUESTIONS 4

1.3 OBJECTIVE 4

1.4 SCOPE STUDIES 5

1.5 IMPORTANT OF STUDIES 6

2.0 LITERATURE REVIEW 7-9

3.0 RESEARCH METHODOLOGY 10

4.0 RESEARCH INSTRUMENT 10

5.0 DATA COLLECTION AND ANALYSIS 11-17

6.0 DISCUSSION 18-19

7.0 CONCLUSION 20

8.0 REFERENCES 21-22

9.0 APPENDIX 23-24

2

Mastery Students English Proficiency through English Application Games:

A Comparative Research Towards Oh My English! And Johnny Grammar

Word1.0

1.0 INTRODUCTION

Although some parents or teachers feels that playing game is a time consumer, but

there are some games that bring benefits to the students especially language games.

The basic steps to have a good and proficiency language in reading, writing, speaking

and listening is have a strong language basic in grammar and vocabulary. A strong

language basic will increase the students become more confidence while they are

speaking or writing. Therefore, students can play the game such as language games

to help themselves improve or build a strong language basic. For a comparison of plays

language games and using exercise book as learning. Language games will be more

interesting, relaxing and students can understand faster compare to exercise book.

This is because exercise book is mostly full of text which can lead students feel bored

to continue doing the exercise. Language games is different because it not only contain

text but also included visual and audio. So, it may increase the intention of students

play the game as practice or learning. Besides, by putting learners in real life situations,

games make a connection with the real usage of language.

According to McCallum (1980) explains that there are many advantages of games such

as:

1. Focus students’ attention on specific structures, grammatical patterns, and

vocabulary items.

2. Can function as reinforcement, review and enrichment.

3. Involve equal participation from both slow and fast learners.

4. Can be adjusted to suit the individual age and language levels of the students.

5. Contribute to an atmosphere of healthy competition, providing an outlet for the

creative use of natural language in a non-stressful situation.

6. Can be used in any language teaching situations and with all skill areas (reading,

writing, speaking or listening).

3

In this game research, the researcher will use two English language game which is Oh

My English! And Johnny Grammar Word 1.0 for research. This two games is basically

focus on English grammar. Grammar games is chosen by researcher because

mastering the grammar concept will eventually produce proficient language learners.

“Grammar is not just a dry list of facts and rules. It is in our heads, and it is a living

resource that gives us the ability to communicate our ideas and feelings and to

understand what other people say or write to us” (Scrivener, 2003). Therefore,

researcher choose English grammar games as a research to make sure the factors of

helping students in mastering English language skills and improve their English level.

4

1.1 PROBLEM STATEMENT

There is a lot of games offer language learning materials by using online and non-

online applications. These materials can be downloaded and installed in smartphones

and also tablets no matter there are in iOS or Android version. However, can the

application game Oh My English! and Johnny Grammar Word Challenge help students

in improving and mastering their English level?

1.2 RESEARCH QUESTIONS

1. What is the content of the English application games chosen?

2. Can the application games chosen help students in mastering English language

skills and improve their English level?

1.3 OBJECTIVES

1. To analyse which English application games is more suitable for students in

mastering English language skills and improve their English level.

2. To make sure the factors of helping students in mastering English language

skills and improve their English level.

5

1.4 SCOPE STUDIES

The scope studies for this game research is based on UMS students. Language

game have no age limit for anyone, it can be play by kids, child, young adults and

even parents who do have child with them. A strong English grammar basic is

important for all students especially college and University students. University

students must have a strong basic in English grammar because the lecturer class will

be conduct in English by the lecturer. Besides, most of the references books and

lecture’s notes are also English version. Thus, if students have a good and proficiency

English basic, they can understand well during lecturer class.

However, there will be difference between students who are strong in English

language and students who are weak in English language. While comes to answer

exam questions or doing assignment, students who have a good and proficient in

English basic can easily answer all the questions during exam with their own ideas and

good writing skills. Whereas, students who have a weak English basic were facing a

problem of answering the questions because they can’t easily write out their ideas by

using English. Therefore, students will evade on writing in English for their assignment

and during exam. Most of the UMS students will choose to answer the exam questions

or assignments by using other language instead of English especially students in

Faculty of Humanities, Arts and Heritage.

6

1.5 IMPORTANT OF STUDIES

The important of this study by researcher is to make sure the factors of helping

student in mastering English language skills and improve their English level by using

two of the English application which is Oh My English! and Johnny Grammar Word

Challenge.

The ranking of the English language in the world is in the third place after

Mandarin and Spanish language. Therefore, English is very important for every

students which is not only important during their study life but it was also important

for them in the future while they go for work. Students might need to go for jobs

interview after they graduate and most of the interviewer will use English language to

interview the interviewee. Thus, students who have good and proficient in English

language will have the benefits during interview sessions because they are able to give

out their ideas by using their proficient English. Hence, students who are weak in

English are not able to express and communicate well. So form this situation students

will get to know that English is important.

From these studies, researcher get to know whether the English’s game

applications can help to improve the skills and level of the students who play it as a

English learning platform. However, researcher can also get to know or analyse which

game applications is more suitable for students to play it for learning, what game

applications can increase the interest of students in learning English and improve or

mastery their English language after they played the game. After the studies,

researcher can introduce the more suitable English game application for students who

willing to learn and improve their English language by playing the language game.

7

2.0 LITERATURE REVIEW

Game increase students’ involvement, motivations and interest in the material

and allow the instructor to be creative and original when presenting topics.

(Odenweller, 1998). Games also challenge students to apply the information, thus

allowing them to evaluate their critical thinking skills. They create a challenging

constructively competitive atmosphere that facilitates interaction among students in a

friendly and fun environment. (Patil, 1993) In my opinion, I agree that game increase

students’ involvement, motivations and interest because while students playing games

especially educational games such as Oh My English! and Johnny English Grammar,

students not only get to learn and improve their English level, games can capture

students’ attention when there are time limits because they feel challenging. Therefore,

it motivate students want to learn more when they didn’t get the score they want while

playing the games which has time limit. The games Oh My English! and Johnny English

Grammar

According to Putri Yasmin Megat Zaharuddin, Astro’s GenNext Business vice

president (27 February 2015), “Oh My English may have stood out because it creates

conversation around content.” Besides, “Oh My English have a comprehensive 360-

degree digital approach which works simultaneously with the television broadcast. For

instance, viewers can answer questions posed by the show’s characters through their

mobile devices in a segment called Brainbox.” The interactive, multi-platform Oh My

English experience to life and inspired millions to improve viewers English said by Putri

Yasmin. In my opinion, Oh My English is a good education program or shows which

can helps to increase the English proficiency of viewers especially kids, children and

also students. The teaching of English was conduct by using acting, whereas it won’t

made the viewers feels boring and the shows was interesting. However, learning while

watching can helps viewers easily to memorize or remember what they had learnt

because it contains audio and visual. Besides, viewers can also learn by answering the

questions which was asked by the characters of the shows. The correct answer will

also be stated or mention to let the viewers learn it.

8

McCallum (1980, p. ix) suggesting that “games automatically stimulate student

interest, a properly introduced game can be one of the highest motivating techniques.”

From the words “games automatically stimulate student interest”, we can understand

that student will be more interest to exercise such as English grammar which have

audio or visual compare to exercise that only contain text. This is because they will

feel bored and couldn’t remember the text easily without any image shown in the

exercise as an example. For example, the game Oh My English! have 10 different types

of English games in one level, from these game player won’t feel bored yet they still

get to learn English. Player need to increase their score then only can go to the next

level. Therefore, this shows that it will helps player or students to increase their English

language level and English skills because the questions will become harder in the next

level. However, for the Johnny Grammar Word Challenge game, it will tells the player

what is the correct answer after they finished the level. Hence, player get to learn from

their mistake by read through the correct answer that have been given. Both of the

games have time limit to answer and it’s in visual and audio, so, students will easily

remember what they have been learn from the English game.

Games increase learners’ proficiency in practicing grammar communicatively.

With the help of grammar games, students can develop their ability in using language

as they are given as a chance to use language in the situations which have a purpose

(Deesri, 2000, p.3). However, Celce-Murcia and Hilles (1988, p.132) claim that when

English language learners participate in games, the languages they use is task-oriented

and their aim is more than producing the correct speech. Therefore, games provide

learners with a chance to practice grammar communicative practice. In my opinion,

English games do helps students in their education or in the future because strong

basic of English language helps students easily understand the text they are reading

and also be able use different and profound English words while writing. Hence, a

good and strong English level or English skills is very important especially for those

undergraduate students. Meanwhile, students can also apply the things that they learn

in the games in their study.

9

The advantages of using games as learning is “games play the important part

of children’s development and learning language (Anyuegbu et al., 2012, Gardner;

cited in Al-Nafisah 2012). “Learning through games is useful, meaningful, worthwhile

and effective that causes the motivation, relaxation and dun to learners. The learners

can learn languages fundamentally and easily through games.” (Anyuegbu et al, 2012;

Alemi, 2010; Huyen & Nga, 2003; Kumar and Lightner, 2007; Obee, 2002; Piaget,

1967; Simpson, 2011; Jitmuad, 2005). Besides, it should be born in mind that language

learning is a challenging task requiring constant effort especially for young learners.

Games encourage learner to direct their energy towards language learning by

providing them with meaningful contexts (Wright, Betteridge and Buckby, 1984).

10

3.0 RESEARCH METHODOLOGY

The study will be conduct by using the experimental design method to analyse

which of the English game application can improve the skills and level of the students

in English language. The reason why researcher choose to use this method is to get

more details and in-depth on how English game application mastery the student’s

English skills and improve their English level after they played it.

However, this research will be participate by 40 respondents from UMS, which

is UMS students. The respondents will be separate into two groups which is Group A

and Group B. Group A will be the students who play Oh My English! English game and

Group B students will play the Johnny Grammar Word Challenge English game. There

will be 20 respondents in Group A and Group B. Hence, each person will have 10 to

20 minutes to play the English game.

Researcher will prepare one list of English grammar and vocabulary questions

for the respondents to fill in the correct answer. There will be an objective questions

which is relevant to the game that they had played. The result of the students will be

used as a comparison, to analyse which game can improve student’s English level and

also make sure the factor of helping students in mastering English language skills and

improve their English level by using the way of playing English game application.

4.0 RESEARCH INSTRUMENT

There were two 2 sets of the questionnaire were prepared in this research.

Questionnaire 1 was distributed to the experimental group from Group A and Group B

which is total 20 students in each group, in order to record the score of students while

answering the English grammar and vocabulary questions. On the other hand,

Questionnaire 2 was also distributed to the experimental group from Group A and

Group B after students played the English learning game. Score of the questionnaires

will be recorded and to see the improvement of students’ English level. Both of the

games will be compared by using the score of students get in the Questionnaire 1 and

Questionnaire 2. To see whether or not students’ score has increase after playing the

English games.

11

5.0 DATA COLLECTION AND ANALYSIS

Experimental group students from Group A will be ask to download the game Oh My

English! in iOS apps store or Android play store by using their mobile phone. After the

game was downloaded, students will be given 10 to 15 minutes to play the game. In

Oh My English! Game, there are 10 types of different games in each level. Therefore,

students are required to play at least one level of the game. However, experimental

group students from Group B will be ask to download the game Johnny Grammar Word

Challenge in iOS apps store or Android play store by using their mobile phone. There

will be 10 to 15 minutes given for students to play the game. Johnny Grammar Word

Challenge have three main game which is grammar, words and spelling. Hence,

students are asked to play the grammar game. There are 13 types quiz in the grammar

game and each quiz have different difficulty. Thus, students can freely choose

minimum 2 of the grammar game to play.

Table 1: Pre-test score for experimental group

Questionnaire 1: Before playing the English learning game

Score Oh My English! Johnny Grammar Word

Challenge

14 1 5% 1 5%

13 1 5% 3 15%

12 4 20% 3 15%

11 4 20% 3 15%

10 2 10% 3 15%

9 3 15% 2 10%

8 2 10% 2 10%

7 1 5% 2 10%

6 1 5% - -

5 1 5% 1 5%

4 - -

3 - -

2 - -

1 - -

0 - -

Total 20 students 100% 20 students 100%

12

This section of the findings will discuss the findings from Questionnaire 1 which

have been distributed to all the respondents from Experimental Group before they ask

to play the English learning game, Oh My English! and Johnny Grammar Word

Challenge.

The findings from Table 1, the experimental group of Oh My English! Game

shows that there are only one student who get 13 marks (5% of 20 students) and 14

marks (5% of 20 students) before they asked to play the Oh My English! Game.

However, four students which get the score of 11 marks (5% of 20 students) and 12

marks (20% of 20 students). Two students get 8 marks (10% of 20 students) and 10

marks (5% of 20 students), three students get 9 marks (15% of 20 students) before

they play the game. Besides, there are also one student who only get 5 marks (5% of

20 students), 6 marks (5% of 20 students) and 7 marks (5% of 20 students) while

they answered the questions in Questionnaire 1.

The experimental group of Johnny Grammar Word Challenge game shows that

there are only one student who get 14 marks (5% of 20 students) in Questionnaire 1.

However, there are three students which get the score of 10 marks (15% of 20

students), 11 marks (15% of 20 students), 12 marks (15% of 20 students) and 13

marks (15% of 20 students) before they play the Johnny Grammar Word Challenge

game. Meanwhile, another three students out of 20 students get to score 7 marks

(15%of 20 students), 8 marks (15% of 20 students) and 9 marks (15% of 20 students)

in Questionnaire 1. Besides, there was also only one student get the score of 5 marks

(5% of 20 students) while answered the questions given.

13

Table 2: Post-test score for experimental group

Questionnaire 2: After playing the English learning game

Score Oh My English! Johnny Grammar Word

Challenge

14 3 15% 2 10%

13 3 15% 6 30%

12 5 25% 5 25%

11 4 20% 3 15%

10 3 15% 2 10%

9 - - 1 5%

8 2 10% 1 5%

7 - -

6 - -

5 - -

4 - -

3 - -

2 - -

1 - -

0 - -

Total 20 students 100% 20 students 100%

This section of the findings will discuss the findings from Questionnaire 2 which

have been distributed to all the respondents from Experimental Group after students

play the games of Oh My English! and Johnny Grammar Word Challenge.

The findings from Table 2, the experimental group of Oh My English! Game

shows that there are three students get the score of 14 marks (15% of 20 students)

and 13 marks (15% of 20 students) in Questionnaire 2 after they play Oh My English!

Game. Five students get 12 marks (25% of 20 students) in the questions which have

been asked to answer. However, four students get the score of 11 marks (20% of 20

students) and three students get 10 marks (15% of 20 students) in Questionnaire 2.

Besides, there are also two student only get 8 marks (10% of 20 students) after they

play the English learning game, Oh My English!.

The experimental group of Johnny Grammar Word Challenge game shows that

there are two students who get the score of 14 marks (20% of 20 students) in

Questionnaire 2. However, there are six students which get 13 marks (30% of 20

students) after they play the Johnny Grammar Word Challenge game. Meanwhile, five

students out of 20 students get to score 12 marks (25% of 20 students), three students

14

get 11 marks (15% of 20 students) and two students get the score of 10 marks (15%

of 20 students) in Questionnaire 2. Besides, there was also only one student get the

score of 8 marks (5% of 20 students) and 9 marks (5% of 20 students) while answered

the questions given after play the Johnny Grammar Word Challenge game.

Table 3: The comparative tale of Pre-test and Post-test scores for Oh My

English!

The result Paired Differences t df Sig. (2-

tailed)

Mean Std.

Deviation

Std.

Error

Mean

95% Confidence Interval

of the Difference

Lower Upper

The score

between

Pretest -

Posttest

-1.50000 1.05131 .23508 -1.99203 -1.00797 -6.381 19 .000

From Table 3, the mean of the score between pre-test and post-test of Oh My English!

is -1.50000, the S.D. is 1.05131, the t score is -6.381, df is 19 and the result of pre-

test and post-test scores by students after playing the game Oh My English! have

statistical significance at 0.00.

15

Figure 1: Pre-test score of Oh My English! game

Figure 2: Post-test score of Oh My English! game

5% 5%

5% 5%

5%

10%

15%

10% 20%

20%

10%

15%

20%

25%

15%

15%

16

Table 4: The comparative tale of Pre-test and Post-test scores for Johnny

Grammar Word Challenge

The result Paired Differences t df Sig. (2-tailed)

Mean Std.

Deviation

Std.

Error

Mean

95% Confidence Interval

of the Difference

Lower Upper

The score

between

Pretest -

Protest

-1.55000 1.05006 .23480 -2.04144 -1.05856 -6.601 19 .000

From Table 4, the mean of the score between pre-test and post-test of Johnny

Grammar Word Challenge is -1.55000, the S.D. is 1.05006, the t score is -6.601, df is

19 and the result of pre-test and post-test scores by students after playing the game

Johnny Grammar Word Challenge have statistical significance at 0.00.

17

Figure 3: Pre-test score of Johnny Grammar Word Challenge

Figure 4: Post-test score of Johnny Grammar Word Challenge

5% 5%

10%

10%

10%

15% 15%

15%

15%

5%

5%

10%

15%

10%

30%

25%

18

6.0 DISCUSSION

After implementing the games and record the score of students while

answering the questionnaire which have been given by researcher. By comparing the

score in Questionnaire 1 and Questionnaire 2, it seems that students English level have

increased after playing the games Oh My English! and Johnny Grammar Word

Challenge. In the game Oh My English!, there was only one student get the score of

13 marks and 14 marks in Questionnaire 1. However, in Questionnaire 2, the number

of students who get to score 13 marks and 14 marks was increase to three students.

Besides, in Johnny Grammar Word Challenge game, the number of student who get

to score 13 marks and 14 marks in Questionnaire 1 are three students score 13 marks

and only one student score 14 marks. In Questionnaire 2, the score of 13 marks

increase to six student and 14 marks increase to two students after they played the

game. According to Gunn and McCallum (2005) express that games are another way

to help students learn, review and internalize various grammar structures. This result

can be supported by the Uses and Gratification theory, which means that students use

the media which can fulfils their need such as choosing to play the games Oh My

English! and Johnny Grammar Word Challenge to increase their English language skills

especially English grammar and vocabulary. Therefore, it shows a difference of the

result while answering the English question in Questionnaire 1 and Questionnaire 2.

Moreover, we can see that after students playing the games Oh My English!

and Johnny Grammar Word Challenge, the overall score in Questionnaire 2 was higher

compare to the score in Questionnaire 1. In Questionnaire 1, the lowest score which

answered by student is 5 marks in both of the games. Thus, in Questionnaire 2, the

lowest score for both of the games increase to 8 marks. This result shows that

student’s English level was increased while playing the games. This result can be

supported by Cognitive Theory of Multimedia Learning. According to Richard Mayer

(2014, p.47), the principle known as “multimedia principle” states that “people learn

more deeply from words and pictures than from words alone. Mayer summarize that

there are three main assumptions in these theory which is there are two separate

channels (auditory and visual) for processing information; there is limited channel

capacity and learning is an active process of filtering, selecting, organizing and

integrating information.

19

Games which contain audio and visual helps students easily remember, understand

and memorize the new words. Therefore in these research, we can see that students

able to score higher marks in Questionnaire 2 after playing the games.

In addition, the percentage of the score of students who play the game Johnny

Grammar Word Challenge increase higher than the percentage of the score who play

Oh My English! Game which can be seen in Table 1 and Table 2. This result means

that students who play the game Johnny Grammar Word Challenge get to lean more

and increase their English level while playing the game. This is because in the game

Johnny Grammar Word Challenge, although it has time limited while playing the game,

but after student answering the questions in the game, they get to know the correct

answer which they were answered wrong in the game. So, this game helps student to

learn from their mistake. However, for Oh My English! Game there are 10 different

types of games in each level but not every level shows the correct answer for the

student. So, students can’t able to know the right answer and they can’t learn from it.

Hence, the percentage of students score in Questionnaire 1 and Questionnaire 2 are

different for students. From these results, it can be support by Model of Text

Comprehension theory. “When a reader reads a text, an “understanding” of the text

is created in the reader’s mind” (Van Dijk & Kintsch, 1983). Therefore, when students

understand and know their mistaken from the wrong answered, the “understanding”

of the text helps the students remember their mistake. Thornburg (2002, p.25) has

observed that “the more decisions the learners make about a word, and the more

cognitively demanding these decisions, the better the word is remembered”.

Accordingly, it appears that using games enhances student’s capability of memorizing

the words as for they activate learners’ minds.

“Games add interest to what students might not find interesting. Sustaining

interest can mean sustaining effort.” (Thiagarajan, 1998; Wright, Betteridge & Buckby,

2005) Through my observation, students feel interested to the games because while

they are playing, they will keep trying to get the higher score in the game. Besides,

the game Oh My English! not only teaching English grammar or vocabulary, it’s also

training students typing skills, understanding skills and so on. Hence, it can increase

the intention of students keep playing it. Avedon & Sutton-Smith (1971: 28-29)

believes that “the main reason why games are considered effective learning aids is

that they spur motivation and students get absorbed in the competitive aspects of the

games.” So, it means that game give motivation for students to learn more.

20

7.0 CONCLUSION

What has been concerned in this research was whether or not using Oh My

English! and Johnny Grammar Word Challenge English application games can make

any effect on improvement of students English language level and English skills.

From the results of the tables shown in data analysis, the English application

game Oh My English! and Johnny Grammar Word Challenge can help to improve

student’s English proficiency. The increasing score of students in answering the

questions in Questionnaire 1 and Questionnaire shows that students was able to

understand and improve in what they had learnt during playing the English game.

According to Zdybiewska (1994:6) “…game are a good way of practicing language, for

they provide a model of what learners will use the language for in real life in the future

exercise that practice and utilize the new language have been completed, game can

then be introduced as yet another means for enabling greater comprehension”.

Besides, Gunn and McCallum (2005) express that games are another way to

help students learn, review and internalize various grammar structures. As the finding

of this study show, according to the result of students scored in Questionnaire 1 and

Questionnaire 2, English leaning games can be used for students to improve their

English language or helps them to have a strong basic English grammar or vocabulary

after playing the game. However, learning through games are more interesting and

learner can enjoy learning English without any stress. Games contain audio and visual

which helps them easy to remember the words or text that’s new to them.

In conclusion, it prove that games is a useful tool for students to learn and

improve their language. An education game aren’t wasting students’ time while playing

it, it is a good practice for leaners or students in their language skills. Consequently,

game was also able to enhance students’ motivation in learning compare to learn from

the text without any audio or visualization. Games also helps to improve learners and

student acquisition and increase their achievement.

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