the development of computer multimedia game-based instruction on english idioms for the 2nd...

International Journal of Advanced Computer Science, Vol. 2, No. 7, Pp. 254-258, Jul., 2012.

Manuscript Received:

1, Sep., 2011

Revised:

17,Oct., 2011

Accepted:

13,Jun., 2012

Published: 15,Aug.,2012

Keywords

Computer

Multimedia

Instruction,

Game-Based,

English

Idioms

Abstract This research was aimed 1) to

develop a computer multimedia game-based

instruction on English idioms for the 2nd

educational range, 2) to determine the quality

of the computer multimedia game-based


educational range, 3) to find out the learning

achievement of the students who learned

from the computer multimedia game-based


educational range, and 4) to find out the

students' satisfaction towards the computer

multimedia game-based instruction on

English idioms for the 2nd educational range.

The tools used for this study consisted of the

computer multimedia game-based instruction

on English idioms for the 2nd educational

range, quality assessment form, learning

achievement test, and questionnaire on

satisfaction. The sampling group consisted of

30 students at Bannakhao School in the

academic year of 2009. The research results

showed that: 1) The quality of the computer

multimedia game-based instruction on

English idioms for the 2nd educational range

was good for the contents with mean of 4.50

and the quality in terms of media technology

was 4.75 on average or at very good level. 2)

The learning achievement of the students who

learned from the computer multimedia

game-based instruction on English idioms for

the 2nd educational range from the analysis

between pretest score and posttest score

showed that the posttest score was higher

than the pretest score with the statistical

significance at the .05 level. 3) The students'

satisfaction towards the computer multimedia

game-based instruction on English idioms for

the 2nd educational range was 4.67 on average

or at very high level.

Sakesun Yampinij, Department of Educational Communications and

Technology, Faculty of Industrial Education and Technology, King

Mongkut’s University of Technology Thonburi, Bangkok, Thailand ([email protected])

Supamas Kongkachuay, Department of Educational Communications

and Technology, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand

([email protected]) Sopon Meejaleurn, Department of Educational Communications and

Technology, Faculty of Industrial Education and Technology, King

Mongkut’s University of Technology Thonburi, Bangkok, Thailand ([email protected])

1. Background and Significance

Computer multimedia is one important media because

learners can learn and have interaction with the lessons as

well as know the results or gain response. Multimedia can

stimulate and enforce their learning, resulting in curiosity

and understanding to meet the learning objectives.

Moreover, multimedia can respond to individual differences

because learners can learn in accordance with their

preferred time, slowly or fast, based on their prior

knowledge and their ability. Therefore, learning through

computer multimedia can be useful for individuals [1-3].

Result from the O-NET examinations by Grade 6

students in the academic year 2007 shows that the average

score for English test in that year was 38.67 points. This

needed revision [4]. According to the problems related to

instructional management for English class in the academic

year 2008, it was found that the learning achievement for

English in the 2nd

educational range at Bannakhao School

was at low level.

Teaching English must take into consideration how to

make learners remember vocabulary well so that they can

use and know the meanings in a short time. Using clear

presentation can help a lot such as posture or action with

real objects or in real life to convey meaning. If learners can

learn and connect vocabulary to real world experience,

learners will remember better than lone word without

context. Teaching new words, therefore, must go along with

sample sentences so that learners can learn the meaning of

the words at the same time [5-7].

Game-based instruction can use its ability in terms of

media symbol system and media attribution to teach English

vocabulary and game-based instruction can be used to

improve skills and provide fun to children. It is a learning

process which allows children to build up experience for

themselves in order that they can improve their own

knowledge and skills [8]. According to the

above-mentioned problem and significance, the researchers

decided to develop the computer multimedia game-based

instruction to make learners curious and enjoy learning

English, especially English vocabulary and idioms with the

aim that they can use their knowledge in their daily life or in

preparation for their higher level of English class.

The Development of Computer Multimedia

Game-Based Instruction on English Idioms for the 2nd

Educational Range at Bannakhao School Sakesun Yampinij, Supamas Kongkachuay & Sopon Meejaleurn

Yampinij et al.: The Development of Computer Multimedia Game-Based Instruction on English Idioms for the 2nd

Educational Range at Bannakhao School.

International Journal Publishers Group (IJPG) ©

255

2. Research Objectives

1. To develop a computer multimedia game-based


educational range 2. To determine the quality of the computer multimedia

game-based instruction on English idioms for the 2nd

educational range

3. To find out the learning achievement of the students

who learned from the computer multimedia game-based


educational range

4. To find out the students' satisfaction towards the

computer multimedia game-based instruction on English

idioms for the 2nd

educational range.

3. Research Scope

The scope of the research on the development of


idioms for the 2nd

educational range at Bannakhao School,

Kiansa District, Surat Thani Province was as follows:

1. Population consisted of 60 2nd

educational range

students at Bannakhao School, Kiansa District, Surat Thani

Province.

2. Sampling group consisted of 30 2nd

educational range

students at Bannakhao School, Kiansa District, Surat Thani

Province. They were chosen through simple random

sampling method.

3. The contents of the developed computer multimedia

game-based instruction contained 45 words and 20 idioms

in accordance with the 2nd

educational range curriculum for

the learning group of foreign language.

4. Research Tools

Tools used in this research consisted of the following

items:

Computer multimedia game-based instruction on

English idioms for the 2nd

educational range

Quality assessment form for the computer

multimedia game-based instruction on English

idioms for the 2nd

educational range in terms of

media and technology

Learning achievement test for the computer


idioms for the 2nd

educational range, in other

words, pretest and posttest with 20 questions

Questionnaire on satisfaction for students after

learning the computer multimedia game-based


educational range

5. Research Methodology

The research methodology for this study was based on

one-group pretest-posttest design in which the same

sampling group did both pretest and posttest.

TABLE 1

ONE-GROUP PRETEST-POSTTEST DESIGN

Interpretation X represents Treatment or learning the computer


idioms for the 2nd educational range and doing

tests during study.

T1 represents Pretest.

T2 represents Posttest.

6. Research Steps

The research steps were as follows:

A. Step 1: The Development of Computer Multimedia

Game-Based Instruction

The game-based instruction on English idioms were

developed in accordance with the principles of the computer

lesson development proposed by [9-10]. The researchers

developed the computer multimedia game-based instruction

through 7 following steps:

1) Preparation: The researchers designed and collected

resources about the computer multimedia game-based

instruction, the contents related to English idioms, the

curriculum for the learning group of foreign language, the

learning target and objectives.

2) Designing Instruction: In this steps there would be

elimination of ideas, task and concept analysis along with

the combination of learning theories, theories of individual

differences in order that the design of game and activities

for the computer would allow interaction with learners so

that learners can be interested in the lesson continuously.

The design would be evaluated and revised in accordance

with the experts in design.

3) Flowchart Lesson: Flowchart lesson would be made

in sequence. The structure of the game-based instruction

would present the information related to the program from

introduction to the lesson, learning objectives, pretest,

learning English vocabulary and idioms, play games on

idioms and posttest. The presentation of the lesson could be

in any order to meet the learning objectives of the learners.

4) Creating Storyboard: In this step the contents would

be presented on paper before they would be shown on

screen. The contents were evaluated by the experts in

contents to verify the content correctness. The instructional

scope was piloted with the sampling group to check whether

they could understand the language. The items with unclear

meanings would be revised to become more understandable

and clear. The learning achievement test would be

developed to cover the quality in terms of the behavioral

Pretest Treatment Posttest

T1 X T2



256

objectives in each lesson through Index of Congruence

(IOC) analysis.

5) Programming Lesson: In this step, the original

manuscript would turn into the computer multimedia

through appropriate program to meet the demands of such

lesson. In the computer multimedia game-based instruction

on English idioms, there were contents in texts, graphics

and animation. Sounds to be used in this program need to be

developed to gain variety.

6) Producing Supporting Materials: Supporting

materials are important. There are 3 kinds of supporting

materials: 1) learners’ guide, 2) instructors’ guide, and 3)

troubleshooting manual.

7) Quality Assessment by Experts: All the lessons and

the supporting materials would be assessed by the experts,

especially for the presentation and the operation. There

were 3 experts in English contents and 3 experts in

computer multimedia. The errors would be fixed and the

suggestions would be used to improve the quality of the

lesson. The user’s manual or package instruction would be

developed to accompany the computer multimedia

game-based instruction.

B. Step 2: Determination of Learning Achievement

The researchers trained the sampling group how to use

the lesson and then let the sampling do pretest. Afterwards,

the sampling group learned the computer multimedia

game-based instruction on English along with tests after

each lesson. When the sampling group finished all lessons,

the sampling group took posttest, which was parallel to the

pretest. The pretest and posttest scores were analyzed to

determine the learning achievement by t-test dependent

[11-12]. The data were presented in a table along with

summary.

C. Step 3: Students’ Satisfaction:

The researchers developed the questionnaire on

satisfaction for the sampling group. The data from the

questionnaire filled by the sampling group would be

calculated to find out the average, frequency and standard

deviation.

7. Research Results

The research results from the computer multimedia

game-based instruction on English idioms for the 2nd

educational range at Bannakhao School were as follows:

A. Results from the computer multimedia

It was found that the structure of the lesson consisted of

introduction to the lesson, contents about 45 English words

and 20 idioms. Animation was used to present the contents.

There were also games for revision and tests.

Fig. 1 Animation shows how to use

Fig. 2 shows Menu to access the contents

Fig. 3 shows the game called “Fill in the Blank” to practice English idioms

Fig. 4 shows the game called “Fill in the Blank” to practice English idioms

Yampinij et al.: The Development of Computer Multimedia Game-Based Instruction on English Idioms for the 2nd

Educational Range at Bannakhao School.


257

Fig. 5 shows the test

Fig. 6 shows score from the test

B. Results from quality assessment by experts

The quality of the contents was 4.50 on average for all

aspects or at good level. The quality of the computer

multimedia game-based instruction in terms of media

technology was 4.75 on average or at very good level.

TABLE 2 THE RESULTS FROM QUALITY ASSESSMENT BY EXPERTS

C. Results from learning achievement

The computer multimedia game-based instruction on


educational range shows the

learning achievement with the statistical significance at the

0.05 level.

TABLE 3

THE RESULTS FROM THE LEARNING ACHIEVEMENT OF THE SAMPLING

GROUP

D. Results from the students’ satisfaction towards the


idioms for the 2nd

educational range

It was found that the average for all aspects was 4.67.

This means that the students’ satisfaction towards the

computer multimedia game-based instruction was at very

high level.

TABLE 4

THE STUDENTS’ SATISFACTION

8. Research Discussion

The learning achievement test of the students who

studied the computer multimedia game-based instruction on


educational range at Bannakhao

School shows that the posttest learning achievement was

higher than the pretest learning achievement with the

statistical significance at the 0.05 level. This confirms the

hypothesis. The research results were in compliance with

the research by [11] and Siriporn Hattha in that the learning

achievement of students increased because game-based

instruction allowed students to participate in classroom and

revise their knowledge by themselves from instant feedback.

The learners could understand their progress and this could

increase their interest. The students will not get bored and

enjoy learning.

The students’ satisfaction towards the computer

multimedia game-based instruction on English idioms for

the 2nd

educational range at Bannakhao School shows that

the average for all aspects was 4.67. This means the

students’ satisfaction was at the highest level. When each

aspect was considered, it was found that the students

showed the highest satisfaction towards the game

presentation. This is similar to [13] which says computer

game provides fun and learning atmosphere to stimulate

learners to learn. Similar research work by [11] indicates

that the students’ satisfaction towards computer game was

at high level because still images and animation could

supplement the lesson to increase the satisfaction and the

curiosity in the lesson. This could stimulate their learning.

9. Suggestions

1. There should be research and development of the

computer multimedia game-based instruction on other

contents in order to develop innovation for instruction.

2. There should be research on other variables such as the

retention after learning the computer multimedia

game-based instruction on English idioms. 3. The computer multimedia game-based instruction on

English idioms should be developed so that it could be

Item to be assessed X S.D. Result

Contents 4.50 0.52 Good quality Media technology 4.75 0.26 Very good quality

Test N X SD ∑D D2 t-test

Pretest 30 8.30 1.74 214 1648 3.48**

Posttest 30 15.43 2.49

Item to be

assessed X S.D.

Level of

Satisfaction

Results from

the students’

satisfaction 4.67 0.45 Very High



258

learned online through internet network and students could

learn anytime anywhere without limitation.

References

[1] T. Harnjai, Computer Multimedia Lesson [Online], (2009)

Available: http://thante.wordpress.com/ [9 December 2009].

[2] D. Kumpool, Study of Behaviors in Playing, Impact and

Ways to Develop Computer Games for Thai Youths, (2004) a

dissertation for Master’s degree in Industrial Education,

Program in Technology Education, Faculty of Industrial

Education and Technology, King Mongkut’s University of

Technology Thonburi, pp. 1-2.

[3] Kanyarak Potha et al., 2004, Instructional Activities to

Develop English Vocabulary for Grade 5 Students, (2004) a

dissertation for Master’s degree in Liberal Arts, Program in

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[4] Department of Curriculum and Instruction Development,

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[5] Kroobannok, News on Education, [Online], (2008) Available:

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[6] M. Alessi & S. Trollip, Computer-Based Instruction, Methods

and Development, (1991) Englewood Cliffs, New Jersey:

Prentice Hall.

[7] B. Sisa-aat, Research Basics, (1992) 2nd Imprint,

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[8] L. Saiyot and A. Saiyot, Techniques in Educational Research,

(2000) 5th Imprint,Suweeriyasarn, Bangkok, pp. 74-211.

[9] T. Sawananont, “Computer-Assisted Instruction,” (1986)

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[10] P. Piyanamwanich, The Development of Computer

Multimedia Lesson through Game Entitled “Introduction to

Computer” for Primary Students, (2007) a dissertation for

Master’s degree in Industrial Education, Program in

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[11] S. Hattha, Results from Using Computer-Assisted Instruction

with the Aid of Computer Game and Impacts on Learning

Achievement on English Preposition by Grade 6 Students

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(1996) a dissertation for Master’s degree in Education,

Chulalongkorn University, p. D.

[12] T. Laohacharatsaeng, Computer-Assisted Instruction, (1998)

Duang Kamol Production, Bangkok, pp.107-116.

http://thante.wordpress.com/

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