The Utilization of Online Games to Enhance Students’ Vocabulary Mastery in Senior High School

Authors

  • Rafida Putri Aulia Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia
  • Kusuma Nata Laksana Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia
  • Sarah Maulida Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia
  • Faizahani Ab Rahman Universiti Utara Malaysia http://orcid.org/0000-0003-3373-9875
  • Tri Wintolo Apoko Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia http://orcid.org/0000-0003-3315-1369

DOI:

https://doi.org/10.33394/jollt.v12i1.9617

Keywords:

Vocabulary mastery, EFL students, Online games.

Abstract

Language learning, particularly vocabulary development, is crucial in mastering English as a foreign language. However, teaching vocabulary effectively can be challenging, and traditional methods like memorization may not always be engaging for students. The study aims to explore the impact of using popular online games, such as Mobile Legends, PUBG Mobile, League of Legends, and Minecraft on students' vocabulary mastery. A qualitative research design was employed, involving structured interviews and focus group discussions with eight students from a senior high school in Jakarta. The findings revealed that online games provided an immersive and enjoyable environment for vocabulary enrichment, offering both direct and indirect opportunities to encounter new words and phrases. The study demonstrated that online games could positively influence students' motivation and interest in learning English vocabulary, resulting in improvements in their language skills. It is then suggested that students should practice using English by utilizing online games relevant to the promotion of their English vocabulary mastery.

Author Biographies

Rafida Putri Aulia, Universitas Muhammadiyah Prof. Dr. Hamka

English Language Education, Faculty of Teacher Training and Education,Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia

Kusuma Nata Laksana, Universitas Muhammadiyah Prof. Dr. Hamka

English Language Education, Faculty of Teacher Training and Education,Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia

Sarah Maulida, Universitas Muhammadiyah Prof. Dr. Hamka

English Language Education, Faculty of Teacher Training and Education,Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia

Faizahani Ab Rahman, Universiti Utara Malaysia

A Lecturer at College of Arts and Sciences
Education and Modern Languages, Universiti Utara Malaysia

Tri Wintolo Apoko, Universitas Muhammadiyah Prof. Dr. Hamka

A lecturer of English Education Department of Universitas Muhammadiyah Prof. Dr. Hamka

References

Afzal, N. (2019). A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education. Arab World English Journal, 10(3), 81–98. https://doi.org/10.24093/awej/vol10no3.6

AlJeremy, Y. (2022). Impact of Online Video Games on the Acquisition of the English Language. Journal of Positive School Psychology, 6(4), 11253–11263. https://doi.org/10.33365/jeltl.v3i2.1953

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002

Angraeni, L., Chuzaimah, C., & Nasir, F. (2019). Investigating EFL Students’ Perception of English Vocabulary Acquisition Through Online Gaming. ELT Worldwide: Journal of English Language Teaching, 6(2), 163. https://doi.org/10.26858/eltww.v6i2.13328

Apoko, T. W., Dunggio, A. A., & Chong, S. L. (2023). The Students’Perceptions on the Use of Mobile-Assisted Language Learning through Duolingo in Improving Vocabulary Mastery at the Tertiary Level. English Review: Journal of English Education, 11(1), 17–26. https://doi.org/https://doi.org/10.25134/erjee.v11i1.7069

Aprilani, D. N. (2021). Students’ Perception in Learning English Vocabulary through Quizlet. Journal of English Teaching, 7(3), 343–353. https://doi.org/https://doi.org/10.33541/jet.v7i3.3064

Arintia, Linda; Fitriati, R. (n.d.). Teaching Vocabulary by Using Computer Online-Games for Young Learners Class (Media in Teaching). National Seminar Proceeding, 343–348.

Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The Impact of Online Games on Learning English Vocabulary by Iranian (Low-intermediate) EFL Learners. Procedia - Social and Behavioral Sciences, 98, 286–291. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.03.418

Baiq-Sumarni, Dharma Dev Bhatta, & Kho, S. F.-C. (2022). The Use of Total Physical Response in Teaching Vocabulary Integrated with Meaningful Classroom Interaction. Journal of Language and Literature Studies, 2(1), 23–32. https://doi.org/10.36312/jolls.v2i1.710

Bahçekapili, E., Yildiz, M., Çiftci, E., & Karal, H. (2022). Examination of children’playing game tendencies and digital game preferences based on gender. Academia Eğitim Araştırmaları Dergisi, 7(1), 7–23. https://doi.org/https://doi.org/10.53506/egitim.1076103

Bawa, P., & Brockport, S. (2021). What do they think and why it matters? Views of administrators and faculty on the use of Massively Multiplayer Online Games for Learning. Computers and Education Open, 2, 100034. https://doi.org/https://doi.org/10.1016/j.caeo.2021.100034

Bawa, P., Lee Watson, S., & Watson, W. (2018). Motivation is a game: Massively multiplayer online games as agents of motivation in higher education. Computers & Education, 123, 174–194. https://doi.org/https://doi.org/10.1016/j.compedu.2018.05.004

Castillo-Cuesta, L. (2020). Using digital games for enhancing EFL grammar and vocabulary in higher education. International Journal of Emerging Technologies in Learning (IJET), 15(20), 116–129. https://doi.org/https://doi.org/10.3991/ijet.v15i20.16159

Chen, H.-J. H., & Hsu, H.-L. (2020). The impact of a serious game on vocabulary and content learning. Computer Assisted Language Learning, 33(7), 811–832. https://doi.org/https://doi.org/10.1080/09588221.2019.1593197

Creswell, J. W. C. J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. In Sage (5th ed.). http://www.elsevier.com/locate/scp

deHaan, J., Michael Reed, W. M., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning and Technology, 14(2), 74–94. https://doi.org/https://doi.org/10.9762/digraj.4.2_47

Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019). Development of a mobile game application to boost students’ motivation in learning English vocabulary. IEEE Access, 7, 13326–13337. https://doi.org/https://doi.org/10.1109/access.2019.2891504

Felder, R. M. (2011). Learning Styles and Teaching Styles. Proceedings Frontiers in Education Conference, 4(1), 73–77. https://doi.org/https://doi.org/10.1109/fie.1988.35029

Hafiza Razami, H., & Ibrahim, R. (2022). Models and constructs to predict students’ digital educational games acceptance: A systematic literature review. Telematics and Informatics, 73, 101874. https://doi.org/https://doi.org/10.1016/j.tele.2022.101874

Hasram, S., Nasir, M. K. M., Mohamad, M., Daud, M. Y., Rahman, M. J. A., & Mohammad, W. M. R. W. (2021). The effects of wordwall online games (Wow) on english language vocabulary learning among year 5 pupils. Theory and Practice in Language Studies, 11(9), 1059–1066. https://doi.org/10.17507/tpls.1109.11

Hidayatullah, H., Munir, S., & Tawali, T. (2022). Enhancing Vocabulary Mastery through Applying Visual Auditory Kinesthetic (VAK): A Classroom Action. Journal of Language and Literature Studies, 2(1), 43–52. https://doi.org/10.36312/jolls.v2i1.721

Jackson, L. C., O’Mara, J., Moss, J., & Jackson, A. C. (2022). Analysing digital educational games with the Games as Action, Games as Text framework. Computers & Education, 183, 104500. https://doi.org/https://doi.org/10.1016/j.compedu.2022.104500

Jannah, I. M., Kuswari, N., Muna, I., & Nabilla, K. (2020). Exploring the Effects of Using Game on Students’ Vocabulary Mastery: A Case Study in Instructional Material and Media Development Class. 434(Iconelt 2019), 184–190. https://doi.org/10.2991/assehr.k.200427.037

Li, F., Zhang, D., Wu, S., Zhou, R., Dong, C., & Zhang, J. (2023). Positive effects of online games on the growth of college students: A qualitative study from China. Frontiers in Psychology, 14(February), 1–10. https://doi.org/10.3389/fpsyg.2023.1008211

Li, R., Meng, Z., Tian, M., Zhang, Z., & Xiao, W. (2021). Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: The roles of learner and contextual factors. Computer Assisted Language Learning, 34(4), 483–505. https://doi.org/https://doi.org/10.1080/09588221.2019.1619585

López-Fernández, D., Gordillo, A., Lara-Cabrera, R., & Alegre, J. (2023). Comparing effectiveness of educational video games of different genres in computer science education. Entertainment Computing, 47, 100588. https://doi.org/https://doi.org/10.1016/j.entcom.2023.100588

Miftahuddin, D., & Malihah, N. (2022). Massive Multiplayer Online Role-Playing Games to Enrich Vocabulary to Foreign Language Learners: The Implementation. Journal of English Teaching and Learning Issues, 5(2), 81. https://doi.org/10.21043/jetli.v5i2.17090

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis (3rd ed.). Sage.

Naqsyabandiyah, N., & Dehghanitafti, N. (2023). Developing Task-Based Learning Materials to Improve Students’ Vocabulary Mastery Viewed from Linguistic Awareness. Journal of Language and Literature Studies, 3(1), 37–52. https://doi.org/10.36312/jolls.v3i1.1088

Persson, G., & Richtoff, D. (2022). Independent project with specialization in English video games ’ effect on language learning motivation. Culture-Languages-Media.

Pozo, J.-I., Cabellos, B., & Sánchez, D. L. (2022). Do teachers believe that video games can improve learning? Heliyon, 8(6), e09798. https://doi.org/https://doi.org/10.1016/j.heliyon.2022.e09798

Qasim, A. (2021). Impact of digital games on incidental vocabulary acquisition of Pakistani high school students. Asian EFL Journal, 28(13), 206–224.

Rosyada-AS, A., & Apoko, T. W. (2023). Investigating English Vocabulary Difficulties and Its Learning Strategies of Lower Secondary School Students. Journal of Languages and Language Teaching, 11(3), 489–501. https://doi.org/https://doi.org/10.33394/jollt.v11i3.8404

Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2), 261–274.

Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching. Cambridge university press.

Seekis, V., & Kennedy, R. (2023). The impact of #beauty and #self-compassion tiktok videos on young women’s appearance shame and anxiety, self-compassion, mood, and comparison processes. Body Image, 45, 117–125. https://doi.org/https://doi.org/10.1016/j.bodyim.2023.02.006

Shahriarpour, N., & kafi, Z. (2014). On the Effect of Playing Digital Games on Iranian Intermediate EFL Learners’ Motivation toward Learning English Vocabularies. Procedia - Social and Behavioral Sciences, 98, 1738–1743. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.03.601

Sotlikova, R. (2023). The Presentation-Practice Route to Teach Vocabulary to Young Learners: A Casa Study at International Schools in Uzbekistan. Journal of Language and Literature Studies, 3(1), 67–79. https://doi.org/10.36312/jolls.v3i1.1172

Tay, J., Goh, Y. M., Safiena, S., & Bound, H. (2022). Designing digital game-based learning for professional upskilling: A systematic literature review. Computers & Education, 184, 104518. https://doi.org/https://doi.org/10.1016/j.compedu.2022.104518

Wei, W. (2023). Understanding and supporting the use of feedback from mobile applications in the learning of vocabulary among young adolescent learners. Studies in Educational Evaluation, 78, 101264. https://doi.org/https://doi.org/10.1016/j.stueduc.2023.101264

Yudha, H. T., & Mandasari, B. (2021). The Analysis of Game Usage for Senior High School Students to Improve Their Vocabulary Mastery. Journal of English Language Teaching and Learning (JELTL), 2(2), 74–79. https://doi.org/https://doi.org/10.33365/jeltl.v2i2.1329

ZaÅ¡Äerinska, J. (2010). Language Acquisition and Language Learning: Developing the System of External and Internal Perspectives. International Scientific Conference of Daugavpils University. https://eric.ed.gov/?id=ED531732

Zhang, R., Zou, D., & Cheng, G. (2023). Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development. System, 119, 103173. https://doi.org/https://doi.org/10.1016/j.system.2023.103173

Zhang, Z. (2022). Learner engagement and language learning: a narrative inquiry of a successful language learner. The Language Learning Journal, 50(3), 378–392. https://doi.org/https://doi.org/10.1080/09571736.2020.1786712

Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning: where are we and where are we going? Computer Assisted Language Learning, 34(5–6), 751–777. https://doi.org/https://doi.org/10.1080/09588221.2019.1640745

Downloads

Published

2024-01-09

How to Cite

Aulia, R. P., Laksana, K. N., Maulida, S., Rahman, F. A., & Apoko, T. W. (2024). The Utilization of Online Games to Enhance Students’ Vocabulary Mastery in Senior High School. Journal of Languages and Language Teaching, 12(1), 427–438. https://doi.org/10.33394/jollt.v12i1.9617

Issue

Vol. 12 No. 1 (2024)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

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