THE USE OF ONLINE GAME AS MEDIA TO MOTIVATE LEARNING VOCABULARY IN
ENGLISH DURING PANDEMIC AT BAN LOEI WANGSAI SCHOOL THAILAND
Sarah Masyitha Elysia, Candra Hadi Asmara
Universitas Muhammadiyah Gresik
Corresponding author: Sarah Masyitha Elysia, Universitas Muhammadiyah Gresik
E-mail:
[email protected]Volume 6 Abstract:
Issue 2 This observation ambitions to decide the extent of scholar
March 2022 motivation toward online games in enhancing getting to know
Page 505-517 English approximately vocabulary. This observation carried out
at Ban Loei Wangsai School Thailand. The researcher had 15
students as respondents. The writer uses a qualitative
descriptive method with the theories from (Creswell, 2012).The
writer also used the theories about the online game to motivate
learning vocabulary from Ashraf et al (2014), (Mahmut Kayaalti,
2018) and (Okaz, 2014). Based in the result, it can be visible that
college students motivation as 80% of respondents agree that
online games encourage college students in getting to know
vocabulary, 93% online games are useful tools to be applied in
learning vocabulary, 87% online games are effective tools to be
applied in learning vocabulary, 73% online games make learning
vocabulary more interesting, 87% learning vocabulary using
online games become more enjoyable, 67% online games can
increase positive feeling, 80% online games can reduce anxiety,
87% online games improve self-confidence in learning
vocabulary, 93% learning vocabulary using online games based
can create a fun atmosphere in the classroom, 73% online games
is a useful tool for improving vocabulary.
Keyword
Online game, motivation, learning vocabulary
Cite this as: Elysia, S. M. & Asmara, C. H., (2022). The Use of
Online Game as Media to Motivate Learning Vocabulary in
English During Pandemic at Ban Loei Wangsai School Thailand.
English Journal Literacy Utama,
https://doi.org/10.33197/ejlutama.vol6.iss2.2022.2655
.4585
Article History:
Received: 17 February 2022; Revised: 22 February 2022; Accepted:
17 March 2022
INTRODUCTION
The COVID-19 pandemic forces attendance at most schools. Children work from
home. After that, boredom becomes their main enemy, often overcome by online games
(Muhammad et al., 2020). As a result of this pandemic, learning activities are carried out
online. This situation poses new challenges for teachers and students at the forbidden
school Loei wangsai in Loei province, Thailand. Because this activity is carried out online,
of course, there are many obstacles and problems faced by teachers and students at the
Loei wangsai ban school, including sometimes bad signals that interfere with the teaching
and learning process, lack of understanding of the material presented by the school.
Teacher. One of them is the lack of vocabulary mastery in learning English. This is very
influential for the fluency of learning English if students are still lacking in learning
English vocabulary. Moreover, the recent explosion of technology has made digital
learning tools used for vocabulary learning, and much research has focused on their
effectiveness (Kaluga, Mantai, & Marrone, 2013; Khezrlou, Ellis, & Sadeghi, 2017).
Internet technology offers great benefits for progress in all areas of life. One of the
rapidly growing internet technologies is online gaming. (Puspita & Rohedi, 2018). Teachers
must also be able to develop. With the rapid development of technology. This is very
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influential on the teaching and learning process. But in reality, there are still many
students who are crazy about online games, these students are less motivated to learn
than studying at home (Pan & Gauvin, 2012; Harandy, 2015) as a result, teachers must
take advantage of their technology to use the media available in their curriculum. When
choosing a web-based learning tool, you should seriously consider it. This is because if it
is inadequate, it can undermine the benefits of your study.
Moreover, the extent to which they are useful for learning lexical knowledge is still
unknown to researchers. Recently, several researchers have tried to test its usability and
compare it with some traditional vocabulary learning tools such as notebooks, word lists,
etc. (özer and koçoğlu, 2017; Dizon, 2016; Hirschel and fritz, 2013).
Ashraf et al. (2014) state that it is also supported that online games create a
pleasant learning atmosphere, especially for younger beginners to be more curious about
the learning process. This makes learning more active and fun. Besides being able to
increase students' ability to increase vocabulary, this keeps students enthusiastic about
learning even in a pandemic situation. Many media can be used to increase student
motivation in learning vocabulary during a pandemic, one of which is PowerPoint-based
online game media. PowerPoint games are games created by an application in Microsoft
software called PowerPoint. Point Presentation and this game can give a good impression
for students to be more focused and motivated in the process. The strengths of this game
are amongst others, it gives a possibility to model a hobby, it could be amusing to play, it
is easy to create or edit, and it does not require a web connection (Barbour & Siko, 2013).
LITERATURE REVIEW
Children tend to be lazy to study because they prefer to play online games than
study. Especially in the current pandemic situation, many children are lazy to study and
prefer to play online games. But we must not give up hope in making children
enthusiastic about learning in this pandemic era. We can incorporate online games into
learning so that children are motivated to keep learning. We can design learning by
incorporating online games via PowerPoint into the learning system. It is useful for
learning vocabulary in language lessons and motivating students to learn. The use of
online games as a useful tool is because most online games for younger beginners are
loose and clean to gain access rights (Okaz, 2014). Online games can make the work of
teachers easier and students can access various types of vocabulary (Mahmut Kayaalti,
2018). PowerPoint can be developed as an interactive media design in the form of games.
Webb et al. (2012) stated that the PowerPoint quiz mode game can be used as a powerful
teaching method to sell learning, increase student engagement, and increase student
motivation and pride on a track. It could be. From this, it can be concluded that the
PowerPoint game is a simple but useful medium to attract students' attention and interest
in learning (Ali, et al., 2013).
Hayikalg, Nair & Krishnasamy (2016) stated that motivation is considered important
to outperform students in learning English. To encourage students to remember this, it is
suggested that learning language vocabulary can help students succeed not only in
language proficiency but also in actual language use. Several elements can build students'
motivation in learning English vocabulary. (Purnama et al., 2019) stated that certain parts
can build motivation. First, motivated people will continue to try to learn the language by
completing their homework or doing their homework. Second, motivated individuals must
achieve success in their goals to express a desire to learn a language, strive for success,
and enjoy the task of learning a language. Subakthiasih and Putri (2020) explain that
thinking about student motivation can be used to describe students' views as far as they
can invest their attention and energy in many things. Strong motivation could make
students study English vocabulary and could make students gifted in the language.
Because basically, the incentive comes from his personal will.
Alqahtani (2015) stated that the first step in learning a second language is learning
vocabulary. A vocabulary can be defined as a language or vocabulary unit word that
contains single elements or phrases that convey a particular meaning or blocks of multiple
words (Alfaki, 2015). It has a more beneficial contribution to reading and writing skills but
has little to do with listening and speaking skills. This means that vocabulary must be
used as the main topic in learning English because if students do not understand the
vocabulary, there will be time to learn and use English. Discovered that vocabulary is one
506
of the skills to look for when teaching English (maritha & dakhi, 2017). A person cannot
express his ideas and learn new concepts without adequate vocabulary. Point out that
vocabulary is often considered the main tool of communication.
Online games are one of the most popular media by children, so they tend to be lazy
to learn. This will have a bad impact on their future if they do not study and prefer to play
online games. From here we can find out the level of students' motivation in learning
English vocabulary. Therefore, we must have good steps to make them motivated to
enthusiastically learn English vocabulary. That is by incorporating power point-based
online games into the learning system so that students are motivated and enthusiastic in
learning English vocabulary. Learning English vocabulary is very important because if we
know a lot of vocabulary, we will be able to speak fluently well. In addition, learning will be
fun and not boring, thus students will be motivated and motivated to learn English
vocabulary.
METHODS
A qualitative descriptive approach was used in this study to determine the motivation
of students to learn vocabulary by using online games. The qualitative descriptive method
is used for this research because: through this method, we will understand the student's
personality well. It is mainly based entirely on awareness studies to investigate vocabulary
mastery of using online game media. Held from November 19 to January 5, 2022.
Qualitative descriptive research design using observations, questionnaires, and
interviews used by researchers to conduct this research. Descriptive research is one type
of research that aims to present a complete picture of a social setting or is intended to
explore and clarify a phenomenon or social reality. The instruments in this study were
observation, interviews, and questionnaires.
The research subjects are informants, meaning that people in research settings are
used to provide information about the situation and conditions of the research setting. We
hired a qualitative information series technique to offer a multidimensional view of the
conversation: corporate confessions and high-intensity one by one interviews (Creswell,
2012). This contributor may be visible to as many as 15 4th grade basic school students.
Questionnaires and interviews have been then dispensed to fifteen English learners. This
implies the opinion that they're inspired to research vocabulary via way of means of the
use of the net online game.
RESULTS AND DISCUSSION
In acquiring information, the researcher requested questions through a
questionnaire and interview. Below is an outline of the questionnaire and interviews with
15 English beginners from grade four Ban Loei Wangsai School in Thailand. The
utilization data used in learning vocabulary using online games is explained as follows at
the first to a fourth meeting, the researcher observed the students about the motivation in
learning vocabulary by using online games. Each meeting has a duration of 60 minutes.
The meeting begins, the researcher will share the zoom meeting access link in the group of
available lines.
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Figure 1. the link to join the zoom meeting
In the first activity, the researcher started the activity by greeting and greeting the
participants after that they shared a zoom link so that participants could take part in
English learning activities.
Figure 2. learning using PowerPoint
In the second activity, the researcher gave an opening greeting, after that the researcher
displayed a learning video and explained the material to be discussed.
Figure 3. show the video and discuss
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In the third activity, the instructor asks students to repeat the displayed vocabulary.
Figure 4. students repeat the display vocabulary
In the fourth activity, the instructor divides groups and gives a game about vocabulary,
and gives a star for the group that can answer the questions
Figure 5. online games vocabulary via PowerPoint
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The fifth activity is the last activity before closing the class. Then the researcher asked the
participants to take pictures together using the zoom screen capture feature. Finally, the
instructor greets all participants.
Figure 6. screen capture session
The following is a description of the results of the questionnaire with 15 students by
applying the dichotomous question commonly used in surveys that ask for yes/no
answers. He used to clearly distinguish the quality, experience, or opinion of the
respondent. The data can be reported as follows:
1. Questionnaire
Questions 1: "do you think that online games can motivate students in learning
vocabulary.
Based on question number 1, 12 students answer ―Yes‘ and 3 Students answer ―No‖.
So. the result of answer number 1 is 80% 0f 20% online games can motivate in
learning vocabulary. These results indicate that they are motivated by learning English
vocabulary through online games. As the previous study argue that online games
induced intrinsic motivation and play evolved their skills (Banyte,2015) and Sadeghi
(2013) showed that scholars who've excessive motivational degree associated
appreciably to their fulfilment and maximum participation in problem or object,
approximately the researcher in his research confirmed there may be the impact of
motivation on students‘ vocabulary mastery.
Questions 2: "do you think that online games are useful tools to be applied in learning
vocabulary?‖
Based on question number 2, 14 students answer ―Yes‖ and 1 student answer ―No‖. So
the result of answer number 2 is 93% of 7% of Online games are useful tools to be
applied in learning vocabulary. These results indicate that online games are useful
510
tools to be applied in learning vocabulary. As previous research has argued that the
use of online games in language learning has observed benefits ranging from increased
motivation and engagement to improved vocabulary acquisition, in addition to the
possibility of expanding communicative competence (Ariffin, 2012; Berns et al., 2013). ;
Zhang & Kaufman, 2015; Hong et al., 2016; Zhang et al., 2017).
Questions 3: "do you think that online games are effective tools to be applied in
learning vocabulary in the classroom?"
Q3
13%
Yes
87% No
Based the question number 3. 13 students answer ―Yes‖ and 2 students answer ―No‖.
So, the result of answer number 3 is 87% 0f 13% online games are effective tools be
applied in learning vocabulary. These results indicate that online games are effective
tools to be applied in learning vocabulary. As the previous study argues instance,
formulating online games to scaffold and encourage college students in learning
vocabulary isn't an essay job (Zainuddin et al., 2020). It would possibly result and
discussion of this studies locating suitable or like-minded with the concept and
Kalyaati (2018) online games powerful and motivating.
Questions 4: "do you think that online games make learning vocabulary more
interesting?"
Q4
27% Yes
73% No
Questions 5: "do you think that learning vocabulary using online games become more
enjoyable?‖
511
Based on question number 5, there are 13 students who answer ―Yes‖ and 2 students
answer ―No‖. So the result of answer number 5 is 87% of 13% learning vocabulary
using Online games become more enjoyable. As previous research has argued As one
of the maximum fun methods of getting to know an overseas language, online games
may be used at the same time as coaching vocabulary (Dudeney & Hockley, 2012;
Henry, 2013).
Questions 6: "do you think that online games can increase your positive feeling?"
Based the question number 6, there are 10 students who answer, ―Yes and 5 students
answer ―No‖. So the result of answer number 6 is 67% 0f 33% Online games can
increase the positive feeling. These results indicate that online games can increase the
positive feeling. As the previous study argues Online games have given many
demanding situations from students‘ behaviors hanging their educational conduct to
constantly extrude definitely or negatively their personality (M.Quwaider, A.Alabed,
R.Duwairi,2019), as it brings numerous sorts of conduct that influences gamers in
unique ways. So, Dieris-Hirche et al. (2020) observed that people with complex tiers of
online game utilization had low tiers of lifestyles strength and procrastination
behaviours.
Questions 7: "do you think that online games can reduce your anxiety?"
Based the question number 7, there are 12 students who answer ―Yes‖ and 3 students
answer ―No‖. So the result of answer number 7 is 80% 0f 20% Online games can
reduce anxiety. These results indicate that online games can reduce your anxiety. As
the previous study argues The ability of MMORPGs -vastly multiplayer online function
play games- feature as a pedagogical device to teach EFL newbies in low-pressure and
anxiety-loose environments (Azman, H., & Dollsaid, N. F, 2018) and Carlier S, Van der
Paelt S, Ongenae F, De Backere F, De Turck F (2020) Appropriate online gaming ends
in the elevated launch of dopamine inside the limbic system, ensuing in pleasure.
Consequently, such game enthusiasts experience calm, with tension and despair being
mitigated.
512
Questions 8:" do you think that online games improve self-confidence in learning
vocabulary?"
Based the question number 8, there are 13 students who answer ―Yes‖ and 2 students
answer ‗No‖. So the result of answer number 8 is 87% of 13% Online games can
improve self-confidence in learning vocabulary. These results indicate that online
games can improve self-confidence in learning vocabulary. As the previous study
argues that In addition, current research has found out that people select online
games performed on the Internet because of elements along with loss of social support,
loneliness, and avoidance conduct with inside the actual world (Melodia et al., 2020;
Tham et al., 2020).
Questions 9:" do you think that learning vocabulary using online games based can
create a fun atmosphere in the classroom?"
Based on question number 9, there are 14 students who answer ―Yes‖ and 1 student
answered ―No‖. So the result of answer number 9 is 93% 0f 7% learning vocabulary
using online games can create a fun atmosphere. These results indicate that learning
vocabulary using online games can create a fun atmosphere. As the previous study
argues that As previous research has argued that online gaming regularly consists of
factors that encourage and interact beginners in the classroom; In addition to the
point-and-reward system, instant feedback (Darejeh & Salim (2016). As supported by
the means of Chadyiwa and Mgutshini (2015), these online gaming factors offer
inexperienced people the pleasure of learning in a fun environment. Which they will
experience like they have to win challenges, the whole range to achieve badges and
prizes. This can make learning fun.
Questions 10:‖ do think the online game is a useful tool for improving vocabulary?‖
513
Based on question number 10, there are 11 students who answer ―Yes‖ and 4 students
answer ―No‖. So the result of answer number 10 is a 73% of 27% of students can use
tools to improve vocabulary using an online game. These results indicate that useful
tools improve vocabulary using an online game. As stated by previous research that
using cell phones, online games, in learning can allow students to increase new
vocabulary knowledge (Mahdi, 2018; Al Masri, 2020 & Bin-Hady, 2021).
The following are the results of participant interviews which are divided into 3 groups:
The researcher interviewed 4-grade students at Ban Loei Wangsai School
Thailand. There are 15 students in the 4th grade. The researcher was divided into 3
groups. Every group consists of 5 students. There are 3 levels to find out the results of
interviews about students' motivation to learn vocabulary by using online games.
There's smart students group, medium students group, and low students group. Based
on interview results, the smart group, they do not find it difficult to learn vocabulary
because they are happy and motivated to learn English. They take this class of their
own accord without any coercion from the teacher. They feel that learning vocabulary
by using online games is not boring. They are more motivated and comfortable learning
English vocabulary by using online games via online. They can easily understand and
feel their vocabulary increase after learning various English vocabulary using online
games. And the medium student group, they do not find it difficult to learn vocabulary
because they are happy and motivated to learn English. They take this class of their
own accord without any coercion from the teacher. They feel that learning vocabulary
by using online games is not boring. They are 2 students who are more motivated and
comfortable with learning English vocabulary by using online games offline.
They can easily understand and feel their vocabulary increase after learning
various English vocabulary using online games. And the last group is the low student
group, 2 students find it difficult to learn vocabulary but they are happy and motivated
to learn English. They take this class of their own accord without any coercion from
the teacher. They feel that learning vocabulary by using online games is not boring.
They are more motivated and comfortable learning English vocabulary by using online
games via online. They can easily understand and feel their vocabulary increase after
learning various English vocabulary using online games.
CONCLUSION
Based on the existing problems, students experience low motivation in learning
English, precisely in vocabulary learning, this is because the classroom teacher does not
provide the right strategy so that students are motivated to learn English precisely in
vocabulary learning. To overcome this, researchers focused on strategies that could trigger
student motivation.
Regarding the motivation to learn vocabulary by using online games that is
implemented through PowerPoint, this shows that the 4th-grade elementary school
students at Ban Loei Wangsai School Thailand are motivated to learn vocabulary. This
happened because the researcher used the right strategy, namely by implementing online
games into vocabulary learning. This can trigger students' interest in learning vocabulary.
Based on the results of researchers regarding the motivation to learn vocabulary
using online games implemented through PowerPoint, this shows that elementary school
students in grade 4 Ban Loei Wangsai School Thailand are motivated to learn vocabulary.
This happened because the researcher used the right strategy, namely by implementing
online games into vocabulary learning. this can trigger students' interest in learning
vocabulary.
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