The Suitability of Word Games for Teaching English Vocabulary Based on Curriculum 2013

Authors

  • Kamal Yusuf UIN Sunan Ampel Surabaya
  • Cici Dwi S. UIN Sunan Ampel Surabaya

DOI:

https://doi.org/10.31764/ijeca.v1i2.2138

Keywords:

English Vocabulary, English Language Teaching, Digital Game, Word Game.

Abstract

Digital game becomes more familiar in this young generation. Most of the people particularly young generation love to play game using their personal mobile phone and it seems like to be their habits. In addition, digital games are free for everyone to play as long as they connect to the Internt connection. To exploit this situation, teacher uses it as teaching and learning media to improve students vocabulary in the matter of stduents problem to improve their vocabulary. There are lot of studies which is experimented by digital games to improve vocabulary for their students but only a little talk about the kind of digital game able to be used for improving it. This study is aimed to analyse the digital game especially word game which is available in the play store that suitable for teaching based on the basic competence for seventh grade in curriculum 2013. This study found that only 58,20% of the sutability between the word game and the basic competence.

References

Aghlara, L., & Tamjid, N. H. (2011). The effect of digital games on Iranian children’s vocabulary retention in foreign language acquisition. Procedia - Social and Behavioral Sciences, 29, 552–560. https://doi.org/10.1016/j.sbspro.2011.11.275

Ang, C. S., & Zaphiris, P. (2011). Computer Games and Language Learning. In Handbook of Research on Instructional Systems and Technology (pp. 449–462). https://doi.org/10.4018/978-1-59904-865-9.ch032

Aslanabadi, H., & Rasouli, G. (2013). The effect of games on improvement of Iranian EFL vocabulary knowledge in kindergartens. International Review of Social Sciences and Humanities, 6(1), 186–195.

Bogdan, Robet, Biklen, K. S. (2007). Qualitative research for education : an introduction to theories and methods | Bogdan, Robert; Biklen, Sari Knopp | download. In Alien and Bacon, Inc, New York. https://b-ok.cc/book/2665513/7b28b9

Dempsey, J. V., Haynes, L. L., Lucassen, B. A., & Casey, M. S. (2002). Forty simple computer games and what they could mean to educators. Simulation and Gaming, 33(2), 157–168. https://doi.org/10.1177/1046878102332003

Deubel, P. (2006). Game on! Now Educators Can Translate Their Students’ Love of Video Games into the Use of a Valuable, Multifaceted Learning Tool. T H E Journal (Technological Horizons In Education), 33(6), 30.

Griffiths, M. (2010). Online video gaming: What should educational psychologists know? Educational Psychology in Practice, 26(1), 35–40. https://doi.org/10.1080/02667360903522769

Gros, B. (2007). Digital games in education: Me design of games-based learning environments. Journal of Research on Technology in Education, 40(1), 23–38. https://doi.org/10.1080/15391523.2007.10782494

Jalali, S., & Dousti, M. (2012). Vocabulary and grammar gain through computer educational games. GEMA Online Journal of Language Studies, 12(4), 1077–1088.

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/10.1016/j.sbspro.2014.03.601

Shank, G. (2002). Being a skilled qualitative researcher. In Qualitative research: A personal skills approach (pp. 3–17).

Thornbury, S., & Scott, T. (2012). How to Teach Speaking - Scott Thornbury. In Journal of Education and Practice (Vol. 3, Issue 2). https://doi.org/10.1093/eltj/cci025.

Yip, F. W. M., & Kwan, A. C. M. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233–249. https://doi.org/10.1080/09523980600641445

Downloads

Published

2018-08-30

Issue

Vol. 1 No. 2 (2018): August

Section

Articles

License

In submitting the manuscript to the journal, the authors certify that:

  1. Authors 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. Please also carefully read Publication Ethics
  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. Authors secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. Authors agree to the following copyright agreement.

Authors who publish with IJECA (International Journal of Education and Curriculum Application) 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.
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.