The level of effectiveness of children in English by using games as a medium of learning

Learning in an educational environment requires an important role from the learning media. From the learning media itself, it aims to maximize the achievement of students’ cognitive knowledge in participating in learning activities at school. One of them is cognitive ability in counting, reading, and language. According to research conducted by (Yunanto, and Andhik Ampuh, 2019) in the journal Game Using Non-Player Character Based on Natural Language Processing Department of Informatics, explaining that language is an arbitrary sound system, that is used by a community to communicate, interact, and work together, more over identify themselves. Every language must have grammar or grammatical rules in the formation of writing, especially for English.

English is an international language that has many grammatical rules as every sentence formation must pay attention to grammatical substances such as pronouns, nouns, verbs, adjectives, adverbs, prepositions, determinants, and conjunctions. From some of these English grammar substances, a student must understand and develop their cognitive abilities. However, sometimes some students have difficulty in understanding the context of English grammar directly. Viewed from the point of view of students’ problems to understand a lesson, usually a teacher presents learning media. This is so that students get their knowledge stimulus differently so that it is easy to understand a new lesson.

Learning media also requires diverse development by the demands of curriculum implementation. Learning media are not only books and laboratories. The existence of technological advances in this era also makes the development of learning media massive. One of them is modern learning media that are experiencing developments such as LCD, HP, Tape recording, and games. Games apart from being a tool for entertainment, games also function as teaching and learning media for classroom needs. Based on linguistic researchers (Halim et al, 2019) in the journal Pupils’ Motivation and Perceptions on ESL Lessons through Online Quiz-Games, it shows that researchers reveal that these students have high motivation and positive perceptions of inculcating online quiz games in English lessons.

In English language skills also need learning media. Learning media using games can also be used as the right choice given limitations in teaching. This is related to previous research from T. Sitzmann, 2011 in the journal Learning English is fun via Kahoot where game developers have the potential to take advantage of their entertainment value by offering learning content during games. Several games provide a good stimulus for cognitive knowledge. Types of games with basic game learning, such as Kahoot, Scrabble, Undercover, and Quizizz. This game is designed to be flexible and varied based on the needs and materials that will be presented according to the needs of students. Here are some effects that can have a good impact on students.

1. Games as learning media provide convenience for students in a fun way.

There is a significant impact on development both in cognitive and psychological terms. According to research by Tanja Heumos and Michael D. Kickmeier-Rust (Mertes, 2017) “Far more important in the context of learning-oriented applications is mental engagement, and this is proven to facilitate learning”. Through this game, the teacher can adjust himself regarding the game that he wants to be presented with English material. Learning activities are becoming more creative in presenting learning materials to students, presenting innovative learning, not boring for students, and making it easier for students to understand English subject matter.

2. The finding that games provide a stimulus to students

Regarding cognitive abilities that are improved in English lessons, you can use game media to increase students’ analytical and creative abilities. In addition, according to research conducted by Wanda Ramansyah regarding the development of an Android-based education game (EDUGAME) in English subjects tested at SDN Socah 3 Bangkalan, the practice was to determine the effectiveness of games on students’ learning abilities. From the research, the results of the Edu Game game obtained a percentage of 85.7%. So the game media that has a significant educational impact is high. This is supported by research presented by (William et al, 2016) which suggests that the use of games is effective in attracting students’ attention and motivation because playing games provide social interaction with other students in a virtual environment.

3. The element of technology provides convenience in more massive learning facilities in Linguistics.

In addition, it synergizes between teachers and the needs of students. This is in line with research conducted by (Agudo, Rico, and Sánchez, 2015) which states that one of the things that support student knowledge comes from factors such as educational context, cognitive abilities, linguistic constraints, conceptual and psychomotor limitations, and so on. With the aspect of contributing to challenging professionals. This means that there is a relationship between linguistic adaptation, content, and technology that supports student progress in linguistics.

According to findings from Korat on Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten in 2010 revealed that learning media from games makes it easy for students to learn to develop cognitive understanding in English lessons. This is in line with previous research by (Korat, 2010) which showed that learning media with games involve children understanding vocabulary, key sentences, and repetition of short conversations, which will help young learners to read, tell a story and interact with other people, and an important aspect of the development of spoken language. In addition, social researcher Jemima et al in 2017 revealed that the importance of motivation in improving second language learning is undeniable. The purpose of this game learning media itself is to motivate students to further develop their English language skills by using interesting and innovative ways. In addition, through game-based English learning, there is a need for guidelines that support the achievement of massive and progressive learning between teachers and students.

REFERENCES

Andhik Ampuh Yunanto, D Herumurti, S. Rochimah, I. Kuswardayan. English Education. (2019). Game using Non-Player Character Based on Natural Language Processing Department of Informatics. Sepuluh Nopember Institute of Technology (ITS) Surabaya, Chemical Engineering Street, ITS Campus.

Agudo. J. Enrique, Rico. Mercedes, Sanchez. Hector. 2015. Multimedia games for fun and learning English in preschool. Centro Universitario de Mérida: Universidad de Extremadura, Spain.

Castellar, EN, JV Looy, A. Szmalec, and L. d. Marez. (2014) “Improving Arithmetic Skills Through Gameplay: Assessment of The Effectiveness of an Educational Game in terms of Cognitive and Affective Learning Outcomes.” Information Sciences 264: 19–31.

De Haan, J. (2011). Teaching and Learning English through digital game projects. Digital Culture & Education, 3(1), 46–55.

Halim, MSA Hashim Herwati, Yunus MM 2019. Pupils’ Motivation and Perceptions on ESL Lessons through Online Quiz-Games. Ampangan National School, Seremban, Negeri Sembilan, Malaysia; Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia.

Jemima, T., Melor, MY, & Jamaluddin, B. (2017). Learning English is fun via Kahoot: students’ attitude, motivation and perceptions Paper presented at the Proceedings on Seminar on Transdisciplinary Education.

Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1), 24–31.

Mertes, K. (2017). Aber wir müssen doch noch die Bienen retten! Was brauchen gute lernorientierte Apps für Kinder im. Vor- und Grundschulbereich? Television. 30.01.2017.

T. Sitzmann. (2011) “A Meta-Analytic Examination of The Instructional Effectiveness of Computer-Based Simulation Games.” Personnel Psychology 64: 489–528.

William, A., Melor, MY, & Azlina, AA (2016). Students’ perception of using games in the teaching of reading skill. Paper presented at the International Conference on Education 2016.