I.
Research Question
How is the implementation
of playing games as a teaching model in the primary school based on a teacher
experience?
II.
Theoretical Framework
The proposed research will investigate, through
narrative analysis, a teacher’s experience of using the playing of games as a teaching
model in a primary school. According to Elliott (cited in Delamont 2012, p. 294),
there has been an increasing interest in the use of narrative analysis in the social
sciences over the past three decades. Similarly, Lyons 2007 (cited in Chan 2012,
p. 116) reports that teachers’ individual experiences of using narrative analysis
have recently been widely discussed and studied. The researcher notes that narrative
is powerful in capturing the complexity of the situation between teachers’ work
and the classroom. Elliot (1997 cited in Delamont 2012, p. 282) provides as an example
of researchers in Britain who employ narratives in their research on the primary
school teacher experience. Likewise, in North America, narrative study has been
found to be ‘fruitful’ in the field of education. Thus, this project will focus
on examining, through narrative analysis, teachers’ experiences of a particular
teaching method in a primary school (Elliot 1997 cited in Delamont 2012, p. 282)
‘Narratives’ are stories of events and experiences with
a beginning, middle and an end (Elliot 1997 cited in Delamont 2012, p. 281). According
to Clandinin and Connelly (2000, p. 2), the term ‘experience’ refers to both the
personal and social thinking through of an event or situation. It also involves
the individual learning, which includes understanding that the learning has a relationship
with other matters, such as—in the context of teaching—other students, teachers,
the classroom or the community. Further, they note that ‘people are individuals
and need to be understood as such, but they cannot be understood only as individuals’.
The experience itself leads to further experiences, meaning that ‘each point has
a past experiential base and leads to an experiential future’ (Clandinin & Connelly
2000, p. 2). In education, this also highlights that ‘experience’ is a key term,
since it concerns students’ learning, the school and policies and so on, which have
a historical story as it changes every time. Teachers’ experiences are discussed
in education and educational studies, which form experience (Clandinin & Connelly
2000, p. 18). Narrative is an excellent way of representing and understanding experiences.
Thus, since this study is concerned with an individual’s experiences in education,
narrative will be a focus.
Narrative has three empirical and reflective learning benefits
(Bell 2002, p. 2). First, narrative allows researchers to understand the experience
of the learning struggle. Consequently, most researchers examine only results without
considering the impact of the experience itself. Secondly, narrative allows researchers
to bring deeply hidden assumptions to the surface. This means that analysis of people’s
experiences enables the discovery of assumptions about purposes, goals and methods
of literacy that people previously do not realise they have. Thirdly, narrative
shifts interpretation, meaning that a person’s understanding of other people and
events can change. Therefore, by examining the assumptions of a student, for
example, a researcher can gain deep insight into their motivation, investment, struggles,
losses and gains and language ideology.
Bell and Burns (2011, p. 953) further state that recent
narrative research has not produced purely individual production. It is also tied
to aspects of social constructionism, such as ‘social, cultural and historical conventions
and the relationship between the storyteller and the interviewer’. However, when
the narrative researcher only focuses on the experiences of one individual, it is
suggested that the study will produce a single individual (Creswell 2012, p. 507).
In studying an individual person, ‘exploring the experiences’ of that individual
is crucial, as will be shown in both personal—namely, individual—and social
experiences, in which the person interacts with others. Narrative also involves
the researcher’s subjectivity as in drawing, framing, interpreting, retelling,
and representing of participant’s personal experience (Barkhuzein 2008, p.232).
Constructing the analysis on narrative study is a hard working when it is going
to be objective. Likewise, Peshkin (cited in Bell 2008, p.210) argues that a
story is “inherently multilayers and ambiguous so the construction natures of
truth and subjective”. Nevertheless,
Bell claims that the role of the researcher is the most important in giving the
meaning as long as it is not merely ‘storytelling’ but unpacking the story
well.
Mansour and Collier (2008, p. 36) defines ‘game
playing’ as activities that students are able to experience as being joyful and
that motivate them to understand the underlying concepts. Moreover, Plummer
(2008, p. 28) states that playing games provides a joyful activity through
which to learn ‘serious ideas and important life skills’ and Morrow (2008, p.
331) describes playing games as a great suspicion learning in the classroom
through which students are challenged to ‘share their ideas and reflect upon
their experience’. Similarly, Hubert (2001, p. 232) describes game playing as ‘a series
of life games intended for use in educational settings’. She also provides some
good examples of skills developed as a result of game playing, such as
self-knowledge, communication and being assertive. Thwaites (2008, p. 1)
stresses that playing games is like a ‘circus activity’, which, in the context
of learning, includes some enjoyment and fun. Thus, ‘game playing’ in the
classroom can be defined as a learning activity that involves a joyful
situation, communication and is a life skills exercise.
The use of game playing as a teaching method in education
is not new (Denham et al. 2006, p. 33). For example, Plummer (2008, p. 29) observes
that game playing has been deployed as a model of teaching in primary schools to
assist students to understand the concept being taught. Moreover, he points that
playing games is popular as it is an entertaining way of learning. He elaborates
that students will be involved in a meaningful experience that is also joyful and
full of challenge. Hence, students may be more enthusiastic about studying the materials
if game playing is used as a teaching method. In Indonesia, the implementation of
game playing in primary schools has recently been increasing, as it is
considered an innovative teaching model that asks students to be more engaged in
participating in their learning (Suwarna cited in Solihatin 2007, p. 2). According
to the researcher, the existing problems show that there are still many conditions
characterised by an emphasis on cognition, yet there is little to stimulate students
to be involved actively in their learning. Consequently, students are passive. They
are used to reading textbooks or listening to the teacher while sitting in their
chairs. In contrast, Yanhong, Liming and Lifang (2010, p. 620), in line with Jean
Piaget’s theory of cognitive development, state that education should aim ‘to develop
the student’s cognitive domain and the potential internal invention and growth,
which are the features of the educational games’. Game playing, then, is one
method that can address the traditional education problem of passive learning
and improve learning by being non-traditional (Whisen & Dunphy 2010, p.
141). Game playing can be used to increase student motivation, so that the required
learning can be accomplished and teaching goal reached (Yanhong, Liming & Lifang
2010, p. 620). The implementation of playing games needs careful consideration.
As Yanhong, Liming and Lifang (2010, p. 620) have noted, a teacher plays an important
role in successful game play. A teacher is needed to teach the games effectively,
to stimulate student motivation and encourage students to complete the learning
tasks optimally and efficiently in a pleasant way. Therefore, in the context of
this study, which focuses on the experiences of a primary school teacher, their
views on game playing should be taken into account.
Related to the personal issue of researcher, it is necessary
to upgrade my knowledge of teaching in primary schools regularly since recently
I am a junior lecturer in Primary Teacher Education Department. During my work,
I have learned about innovative teaching models by reading many sources such as
books, journals and material on the Internet. Further, together with my colleagues,
I have actively attended seminars, workshops and short training courses in the field
of educational instruction. I need to engage in such activities because of my responsibility
to transfer this knowledge to my students who will become primary school teachers
at the end of their bachelor of education course. However, the mere three hours
per week I spend teaching them in the innovative teaching models course are not
sufficient to allow me to provide practical to students. Additionally, my students
need the model of a real teacher to enrich their teaching skills.
One innovative teaching model that I have a particular
interest in studying is game playing, due to its many advantages. I consider that
playing games can address the objectives of ensuring learning is joyful, motivating
students and deepening their understanding of the materials. Based on my own
work experience, I am interested in examining the teacher’s experience of using
game playing as a teaching model in a primary school.
Based on the theories explored and outlined, it is generally
proposed that the aim of this study will be to examine, through narrative
analysis, the teacher’s experience of using game play as a teaching model in a
primary school. Hence, the three objectives of this study will be to
investigate to help conducting the research: (1) the benefits gained from a
teacher’s experience of examining their experience of playing games, (2) the
barriers encountered during the activity of teaching in class, and (3) the strategies
employed to manage the problems that arise when teaching using game playing.
III.
Design and Methods
This study will use a case study approach. According to
Punch (1998, p. 11), a case study approach is a strategy used by qualitative researchers
to investigate and understand the case in depth in its natural setting, recognising
its complexity and context. Further, Willig (2003, p. 70) defines a ‘case study’
as an approach to the study of singular entities that involves a wide range of methods
of data collection and analysis. Therefore, a case study is not about the methods
used to collect and analyse the data, but a particular unit of analysis, namely,
the case itself. The case may be a person, a school, a city, a community or any
other unit of social life. A case can also be a condition or an experience. Bromley
(cited in Willig 2003, p. 70) describes ‘cases’ as being ‘natural occurrences with
definable boundaries’.
The process of undertaking a case study involves an ‘in-depth,
intensive, and sharply focused exploration of such an occurrence’. To address this,
a qualitative method—semi structured interview—will be employed. Semi-structured
interview allows the researcher to listen the participant talk about particular
topic of their life experiences (Willig 2003, p.22). This method of data
collection will provide information about the participant’s thoughts, beliefs, knowledge,
reasoning, motivations and feelings about a topic to be obtained (Johnson &
Christensen 2008, p. 207). This means that the researcher must gain the trust of
the participant and build rapport with them to ensure they feel comfortable
enough to relate their experiences (Patton cited in Johnson & Christensen 2008,
p. 207).
There
are some particular advantages and limitations related to a semi-structures
interview. As the advantages, a semi-structured interview consists of a small
number of open-ended questions (Johnson & Christensen
2008, p. 207), which is a good reference to start the interview. The method of
interview also functions as ‘triggers’ that encourage the participant to talk
(Willig 2003, p.22). Along this view the authors outlines that, apparently, the
method is lacking in finding the balance maintaining control between researcher
and participant. Thus, ‘a carefully constructed interview agenda’ can deal with
so the interview would not lose the original research question. In addition,
the semi-structured interview is rather ambiguous. Based on Willig (2003, p.23)
this is because the method combine the formal features interview with informal
conversation. Another limitation of this method which can be observed from this
author relates to ‘sensitive and ethical negotiation’ between researcher and
participant. Hence, the researcher “should not abuse the informal ambience of
the interview to encourage the participant to reveal more than they might be
comfortable with after the event” (Willig 2003, p.23).
IV.
Relevant Research Tools
This study will employ a qualitative approach using semi-structured
interview and, if necessary, analysis of collected documents such as course materials
and lesson plan as research tools. To obtain perspectives of the individual’s
experiences, the participating teacher will be asked to tell stories about
their experiences (Creswell 2012, p. 508). The researcher will focus on
collecting their recalled experiences and may gather information from a variety
of related texts (course materials and lesson plans) belonging to the
participant.
The data will be collected by the researcher for the
period January to June 2013. The study will be conducted in Yogyakarta, a city in
Indonesia. The interview questions will be carefully devised based on the objectives
of the study. The data will be gathered from the interviews, transcribed and systematically
analysed according to each objective of the study.
V.
Pilot Study
Piloting study is used to
generate questions which might be more meaningful. Since the study uses
interview, it is probably occurs that some questions have problem in
construction such as unclear, wordy, overlapping response option, or mismatch
between the question and answer. Therefore, a pilot study is employed – testing
questions which will be developed for collecting data. Creswell (2012, p.390) points out that piloting is
powerful to determine whether an individual in same sample understand the
questions well or not. Some participants
coming from similar background will be tested to have a pilot study as getting
involve on an interview.
VI.
Sampling Issues
The subject of this study will be one Indonesian primary
teacher. The
participant of this study is only one individual from the sample. The sampling
uses non-random sampling techniques then employs convenience sampling.
According to Johnson and Christensen (2008, p. 238), convenience sampling is
used when there are people who are able to participate or easily recruited in
the sample. The participant in this study is noticed “conveniently selected”.
The authors emphasise that in this technique of sampling, it is unlikely to
generate from a sample to population. Also, not everyone has equal chance to be
selected as sample, even it is not so clear about what specific this sample
comes from. As there will only be one respondent, the study will
not represent the general experience of primary school teachers in Indonesia
The
selected participant will be gained to in-depth interview during the process of
data collection. It will be located in a primary school. However, to address
the ethical issue in gathering the data, the researcher will ask permission
from the headmaster that there will be a teacher in the school is able to
participate in the research. Then the researcher will write and record the
story about his experience in teaching games in his classroom. Although it will
be held in the school, the in-depth interview will be situated more private in
multiple episodes so that the participant feels comfortable in sharing his
experiences. What he tells about will be bundled in ‘a personal experience
story’, as Clandinin and Connelly (2000, p. 40) broad to be both personal and
social context, yet convey the stance as the essence of his experience about
himself as a teacher and his teaching games play in schools.
VII.
Ethical Issues
There might be some ethical concerns in gathering the stories
of an individual. It is important for the researcher to be cautious about the
reliability of the stories—that is, whether they are true or not. Sometimes, a participant
may not tell the true or ‘fake the data’ (Connelly & Clandinin in Creswell 2010
p. 512). Nevertheless, the participant does not need to tell the ‘real’ story, especially
if they feel it is inconvenient to recall or report the story. Further, another
ethical issue may be related who ‘owns’ the story being related. Creswell (2012,
p. 513) mentions that reporting an individual’s story is risky, thus the researcher
must seek permission of the individual before doing so. Additionally, the participant’s
perspective might be lost or obscured by the end of the research process. As
such, it has been suggested that a report focus on the researcher’s story rather
than the participant’s story. Some techniques might be employed to address any
such distortions. Data triangulation and member checking will help to ensure that
the researcher collects good data. Further, if the participant is not able to recall
a particular story about something that happened a long time ago, the narrative
researcher should remind the reader that the stories are ‘truth of experiences’
(Riessman cited in Creswell 2012, p. 512). Finally, before the data collection
begins, the the narrative researcher can inform the participant of the purpose
of the study and seek their permission to report their stories.
Sometimes, it would be difficult for researcher to
encourage the participant speak freely and openly, as consequence, he cannot
share his experience maximally (Willig 2003, p.22). Thus as a suggestion in
line with the approach of narrative study which allow the researcher to
consider factor of sociocultural. Therefore, this is recommended that a
researcher be familiar with the participant before doing the interview. In
addition, a researcher should be aware with the linguistic variability since in
the semi-structured interview, the most important thing is getting meaning
rather than ‘lexical comparibility’ (Willig 2003, p. 22). The preference to
choose the participant from the same cultural background as the researcher
might reduce the distortion.
VIII.
Validity, Reliability and Quality
The study will be concerned with producing results
that are valid, reliable and of quality in will be conducted in an ethical manner.
Merriam (2009, p. 209) believes that it is essential that research is trustworthy,
explaining, by way of example, that there is no classroom teacher who wants to use
a new method of teaching and learning without it having been previously tested.
For a study to be considered trustworthy, there must have been some rigor in how
it was conducted. This trustworthiness and rigor will explore the issue of validity
and reliability in narrative as qualitative research (Merriam 2009, p. 209). There
are some practical recommendations with which to deal with these concerns when researching.Each
type of research has different criteria of validity and reliability. Creswell (2012,
p. 516) states that a good and useful determination of validity in narrative
can be through member checking, triangulating among data sources and searching for
disconfirming evidence. Creswell (2009, p. 190) also suggests some procedures
for ensuring reliability, including checking transcripts to make sure that no mistakes
were made during the transcription, clearly defining codes by comparing the data
with the codes and writing notes about them, and cross-checking codes by comparing
results with different researchers.
IX.
Analysing Data
The data analysis in this study will have several components.
As Creswell (2009, p. 184) mentions, data analysis in this type of study involves
collecting ‘open-ended’ data—meaning that the data are based on responses to questions
asked—and establishing an analysis from the information gathered on the
teacher’s experience of playing games. The major step of analysing in the process is
writing and presenting the story of the participant about teaching experience
on playing games.
Basically, there is
not a necessity for narrative of personal experience follow the analysis
features on qualitative research. However, in this study, the researcher will
follow the features of narrative (Creswell 2012, p. 515), for instance, have
the individual record his story in a journal or diary, observe the individual
and record fieldnotes, assembles stories about his performance from students,
gather documents such as course materials and lesson plan, obtain photographs contains
his teaching game play in classroom and record the participant experience such
as his perform on teaching. The analysis of narrative study will explicitly
relate to the construction and performance of experience considered as
narratives endeavor (Watson 2012 cited in Delamont 2012, p.460). There will be some
approaches to analyse narrative of experience. The first analysis would draw
from the semi-structure interview, which focus on the three research questions.
Then it focuses on the section of transcription the stories. Furthermore, the
analysis would support by a comprehensive documents and interview between
students teacher about their experience of game play in classroom (Watson 2012
cited in Delamont 2012, p.467). These documents would be transcribed by
converting the fieldnotes into text data through computer analysis.
