Play and Learn: Student’S Perceptions on Word Connect Game Application for Vocabulary Aqcuisition

Abstract

This thesis investigates the perceptions of junior high school students toward the use of the Word Connect game application as a tool to enhance their English vocabulary acquisition. In the context of English language learning, vocabulary plays a crucial role as the foundation for listening, speaking, reading, and writing skills. However, conventional vocabulary learning student interest and engagement. In response to this challenge, game-based learning has emerged as a promising alternative that offers both educational value and entertainment. This study aims to examine how students perceive the Word Connect game application, what benefits they experience in their vocabulary learning process, and what challenges they encounter while using it. The study was conducted at SMPN 3 Singosari, Malang, using quantitative and qualitative approach. Data were collected through questionnaires and interviews involving eight-grade students who had used the English version of the Word Connect game. The questionnaire included both general and Likert-scale items, while interviews were used to gain deeper insights into students’ thoughts and experiences. The findings of the study indicate that the majority of students have a positive perception of the Word Connect game application. Most of them stated that the game is enjoyable, user-friendly, and helpful in acquiring new English vocabulary. Students also reported that the game motivates them to memorize new words and enhances their interest in learning English. In addition, the application is perceived to support cognitive development by encouraging critical and analytical thinking, creativity, and spelling accuracy. Students expressed to traditional methods, as it allows them to play and learn simultaneously. Despite these benefits, some challenges were also reported. Several students experienced difficulty recognizing unfamiliar vocabulary, especially those with a limited prior knowledge of English. Others found it hard to identify correct answers from the given letter combinations. However, rather than giving up, students demonstrated persistence by trying multiple times, asking for help, or searching for word meaning on their own. These behaviors reflect the development of self-directed learning strategies and intrinsic motivation. In conclusion, this research highlights the potential of the Word Connect game application an effective and engaging tool for vocabulary acquisition. It contributes to the growing body of literature on game-based language learning and supports the integration of educational technology. The study suggests that consider utilizing digital word games as supplementary learning resources to enhance students’ vocabulary mastery and learning experience.