The Effect of Minecraft Video Game on Students’ English Vocabulary Mastery

Sudarmaji, Imam; Yusuf, Danu

doi:10.36655/jetal.v3i1.600

Cited by 8 publications

(9 citation statements)

References 3 publications

(3 reference statements)

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“…After the instruments were tested, pre-test was applied to both groups. The pre-test was used in order to find out the initial knowledge before the treatment implemented (Sudarmaji & Yusuf, 2021). The treatment from both group was conducted 6 times.…”

Section: Methodsmentioning

confidence: 99%

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Hello English App for Online Learning during the Pandemic: Does it Enhance the Students’ English Vocabulary Development?

Sudarmaji

Forsia

Siregar

et al. 2022

Elsya

Self Cite

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The aims of the research were to examine the effect of Hello English application on students’ English vocabulary development at the seven-grade level of SMP PGRI Selapajang Jaya in academic year 2020/2021 and to know the perceptions of students on utilizing the Hello English App to increase English words. This study applied a quantitative method with quasi-experimental design. The seventh-grade students of SMP PGRI Selapajang Jaya in the academic year 2020/2021 was used as the population; also, the research sample was both classes consisting of 30 students in each class (experimental and control). The researcher provided a multiple-choice test as the instrument. The researcher employed statistical calculating of the t-test formula with 5% significance level utilizing SPSS 22 version. In accordance with the research findings, it discovered the mean score of a post-test in the treatment class was higher than the conventional class (76.67 > 62.50). The result of t-test showed that t0 (4.184) was higher than ttable (2.003); thus, it indicates that Ha is acceptable while Ho is rejectable, and it is concluded that utilizing Hello English has a significance impact on the development of students’ English words at the seventh-grade level of SMP PGRI Selapajang Jaya in academic year 2020/2021. Questionnaire was also applied as another research instrument to measure students’ perception in learning English words employing the Hello English application. As recorded by the questionnaire results, the students agree that the Hello English App can assist them in English learning, particularly English words; also, they felt satisfied and loved the learning process when they employed the Hello English App to acquire English words.

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Section: Methodsmentioning

confidence: 99%

“…Meanwhile, using a highly efficient method could speedup the process of acquiring vocabulary (Sudarmaji & Yusuf, 2021) is important. Therefore, the researcher believed that Hello English Application is one of the most suitable ways to learn English that could be applied in online learning especially during COVID-19 pandemic.…”

Section: Hello English Applicationmentioning

confidence: 99%

Hello English App for Online Learning during the Pandemic: Does it Enhance the Students’ English Vocabulary Development?

Sudarmaji

Forsia

Siregar

et al. 2022

Elsya

Self Cite

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“…), and chat with other users. In line with the research carried out in previous works [77,78], participants focused on the use of Minecraft for vocabulary building.…”

Section: Resultsmentioning

confidence: 91%

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Belda-Medina

Calvo-Ferrer

2022

Education Sciences

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There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.

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“…Videos in biological topics may help students with low reading habits to improve their English proficiencies. Video games have been reported to improve students' English vocabulary in a more relaxing situation [12,13].…”

Section: Discussionmentioning

confidence: 99%

Need Analysis in Learning English for Preservice Biology Teacher

Riyanto¹,

Bachtiar²,

Jufri³

et al. 2022

Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021)

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The English language is increasingly important for the teaching profession in the globalization era. Remarkably rapid development in science and technology needs teachers to catch up with development for their science teaching materials. All standard science books and publications are in English. In contrast, many preservice Biology teacher students have difficulties in learning English. This present study was qualitative research aimed to describe students' needs and expectations in learning English for academic purposes (EAP). The sample consists of 111 students in the second semester of the Biology Education Study Program. Google-form questionnaires were applied to collect data via a social networking group. The results of the study revealed that there was a mismatch between students' objective and EAP. Most students (67.57%) want to improve their speaking skills. The study also found that very few students (<3%) think they need to learn reading skills, despite most of them (52.52%) have low level of vocabulary and grammar mastery. Reading materials and videos are learning resources that are as important as the lecturer. Assignments and quizzes are both among the most beneficial learning activities for the students. Students' expectations to learn speaking skill can be used to achieve other EAP objectives, such as reading and writing skills.

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The Effect of Minecraft Video Game on Students’ English Vocabulary Mastery

Cited by 8 publications

References 3 publications

Hello English App for Online Learning during the Pandemic: Does it Enhance the Students’ English Vocabulary Development?

Hello English App for Online Learning during the Pandemic: Does it Enhance the Students’ English Vocabulary Development?

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Need Analysis in Learning English for Preservice Biology Teacher

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