The impact of Monkey Stories application on young leaners’ vocabulary acquisition

Nukmatus Syahria, Syarifah Azzaria

Abstract


Vocabulary should be introduced from a young age so that children can master the target language. Digital games can help young learners learn a foreign language more effectively. This study aims to find the effectiveness of the Monkey Stories application on students’ vocabulary acquisition. This study applied an experimental design with one pre-test and a post-test design. The sample used was the fourth-graders of Semambung I Elementary School, Sidoarjo, with 30 learners as the experimental class and 30 learners as the control class. The data was analyzed by using the SPSS 26 version. The result showed that the students in the experimental group outperformed the students in the control group. The mean score of the post-test of the experimental group was 8,633, while the mean score of the post-test of the control group was 5,3. This study has valuable implications for teachers to create engaging and creative vocabulary learning environments for young learners so that they are motivated to learn Vocabulary to help them master the target language.

Keywords


digital game-based learning; vocabulary acquisition; young learners

Full Text:

PDF

References


All, A., Nuñez Castellar, E. P., & Van Looy, J. (2015). Towards a conceptual framework for assessing the effectiveness of digital game-based learning. Computers & Education, 88, 29–37. https://doi.org/10.1016/j.compedu.2015.04.012

Chiew Har Leong, A., Jafre Zainol Abidin, M., & Saibon, J. (2019). Learners’ perceptions of the impact of using digital storytelling on vocabulary learning. Teaching English with Technology, 4(19), 3–26. https://bibliotekanauki.pl/articles/569426

Crossland, J. (2016). Optimal learning in schools – theoretical evidence: Part 1 Piaget’s theoretical background. School Science Review, 98(363), 115-122.

Fitria, T. N. (2022). Pengajaran kosakata dasar Bahasa Inggris (English basic vocabulary) dengan metode drilling untuk anak-anak desa Kalangan Mulur Sukoharjo. Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi, 1(2), 67–72. https://doi.org/10.34312/ljpmt.v1i2.15435

Neuman, S, B., & Wright, T, S. (2014). The magic of words: Teaching vocabulary in the early childhood classroom. American Educator, 38 (2), 4-13.

Ningsih, F. (2023). Mapping Vocabulary: A corpus-based comparison of Indonesian fourth-grade students’ writing and English language textbooks. Journal of English Language Teaching and Learning (JETLE), 4(2), Article 2. https://doi.org/10.18860/jetle.v4i2.20683

Nieland, T., Fehrenbach, A., Marowsky, M., & Burfeind, M. (2021). The teacher-centered perspective on Digital Game-Based Learning: Quantitative and qualitative evaluation methods from diverse disciplines. In C. Aprea & D. Ifenthaler (Eds.), Game-based Learning Across the Disciplines (pp. 341–362). Springer International Publishing. https://doi.org/10.1007/978-3-030-75142-5_15

Raptopoulou, A. (2020). Preschool teachers’ perspectives and use of digital game-based learning. Education at Stockholm University.

Raptopoulou, T., & Anastasia, A. (2015). A qualitative study on preschool teachers’ perception on digital game-based learning. Stockholm University, Faculty of Social Sciences, Department of Education.

Reinders, Hayo & Wattana, S.. (2014). Can i say something? The effects of digital game play on willingness to communicate. Language Learning and Technology. 18. 101-123.

Rohmana, W. I. M., & Rinda, R. K. (2019). Humanism Approach in Children Education: A Look Into Humane Perspective Of Teaching English To Children. Preschool (Jurnal Perkembangan Dan Pendidikan Anak Usia Dini), 1(1), Article 1. https://doi.org/10.18860/preschool.v1i1.8171

Rohmana, W. I. M., & Senjana, S. (2022). English Training for PKK Mothers as Strategy to Assist Children Learn English from Young Age. International Journal of Community Service Learning, 6(4), Article 4. https://doi.org/10.23887/ijcsl.v6i4.50358

Sitompul, A. R. (2020). EFL young learners’ vocabulary learning strategies: An overview. 8, 10.

Sudarmaji, I., & Yusuf, D. (2021). The effect of Minecraft video game on students’ English vocabulary mastery. JETAL: Journal of English Teaching & Applied Linguistic, 3(1), 30–38. https://doi.org/10.36655/jetal.v3i1.600

Tsai, Y.-L., & Tsai, C.-C. (2018). Digital game-based second-language vocabulary learning and conditions of research designs: A meta-analysis study. Computers & Education, 125, 345–357. https://doi.org/10.1016/j.compedu.2018.06.020

Ucus, S. (2015). Elementary school teachers’ views on game-based learning as a teaching method. Procedia - Social and Behavioral Sciences, 186, 401–409. https://doi.org/10.1016/j.sbspro.2015.04.216

Umamah, A., & Saukah, A. (2022). Digital Game-Based Learning (DGBL): The voice of EFL university students and teachers. PASAA, 63.

Wu, T.-T. (2018). Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game-based learning. Journal of Computer Assisted Learning, 34(3), 315–323. https://doi.org/10.1111/jcal.12244




DOI: https://doi.org/10.18860/jetle.v5i1.23819

Refbacks

  • There are currently no refbacks.


Journal of English Language Teaching and Learning (JETLE)
Mailing Address
English Education Department
Faculty of Education and Teacher Training
Universitas Islam Negeri UIN Maulana Malik Ibrahim Malang
Jalan Gajayana 50 Malang 65144, Jawa Timur, Indonesia
Telp/Fax: +62341-552398    Email: jetle@uin-malang.ac.id  
 
 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Indexed by