Teachers’ Perception on the Implementation of  Digital Games-Based Learning to Teach Vocabulary: A Case Study at  Muslim Cendekia Elementary School Kota Batu

Khusna, Khaula Amelia

dc.contributor.author	Khusna, Khaula Amelia
dc.date.accessioned	2023-08-24T03:43:03Z
dc.date.available	2023-08-24T03:43:03Z
dc.date.issued	2023-07-20
dc.identifier.uri	http://repository.unisma.ac.id/handle/123456789/7884
dc.description.abstract	The field of teaching and learning languages has significantly benefited from technology. Digital Games-Based Learning is one of the well-known tools in English Language Teaching that has widely applied to make use of technology. It is frequently used as teaching media to help students improve their language proficiency. For this reason, Muslim Cendekia Elementary School Kota Batu took advantages in integrating technology and learning activity. This study is aimed at four main purposes (1) to explore the implementation of Digital Games-Based Learning to teach vocabulary, (2) to investigate elementary school teachers’ perception toward the use of digital games, (3) to discover the challenges that might be faced during the learning process (4) to explore how the way teachers overcome the problems. This present study was a case study which observe the learning activity in Muslim Cendekia Elementary School Kota Batu. There were four primary school teachers who participated in this study. The data collection involved a classroom observation and semi-structured interview. The researcher carried out a classroom observation to know how the teachers’ implemented Digital Games-Based Learning to teach vocabulary in the 1st – 4 th grade classroom. Additionally, to explore the perception of the teachers’ on the implementation of Digital Games-Based Leaning as well as the challenge that might they encountered and how to cope with these issues, a semi-structured interview was done. The finding demonstrated that the teachers implemented digital games during the learning process to review the vocabularies that have been taught. They also had some various way to implement it such as individually, in pair or in a group. They used some interactive digital games such as Quizziz, Wordwall, Twinkl and English Room to teach vocabulary in the classroom. Based on classroom observation, students showed their active participation and engagement during the gameplay. All participants of this study believed that by using Digital Games-Based Learning to teach vocabulary, it can increase students’ engagement and motivation in the learning process. They can actively involve and be more focus. Since digital games provide colorful and animated picture with numerous interesting features, it can raise their enjoyment. Additionally, teachers also emphasized that using digital games can be an effective tool to teach vocabulary and to enhance students’ vocabulary retention. On the other hand, due to a lack of resources and the teachers' limited knowledge, the teachers discovered that using digital games would be challenging. However, it is also required more access in digital games and supported devices in order to use the digital games effectively. Therefore, it is crucial to take into account the advancement of technology integration in education	en_US
dc.language.iso	en	en_US
dc.publisher	Universitas Islam Malang	en_US
dc.subject	Digital Games-Based learning	en_US
dc.subject	Elementary school teacher	en_US
dc.title	Teachers’ Perception on the Implementation of Digital Games-Based Learning to Teach Vocabulary: A Case Study at Muslim Cendekia Elementary School Kota Batu	en_US
dc.type	Thesis	en_US