Pramesty, Annisa Putri (2025) implementing game-based learning in english language teaching at smp islam al-ikhlas karasan magetan. Undergraduate (S1) thesis, IAIN Ponorogo.
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Abstract
Pramesty, Annisa Putri . 2025. Implementing Game-Based Learning in English
Language Teaching at SMP Islam Al-Ikhlas Karasan Magetan.
Sarjana’s Thesis, English Language Teaching, Faculty of Tarbiyah
and Teacher Training, State Islamic Institute of Ponorogo. Advisor:
Fenty Andriani, M. Pd.
Keywords : Game-Based Learning, English Language Teaching, Students'
perceived
English learning in junior high schools is often faced with challenges in
creating an interesting and motivating learning environment for students.
Traditional learning methods are sometimes less effective in fostering students'
interest and active participation, which has the potential to hinder the achievement
of language competence. Game-Based Learning (GBL) has emerged as a
promising innovative approach to increase student engagement through the use of
game elements in the learning process.
This study aims to explain: 1) The implementation of Game-Based Learning
strategies in English learning. 2) Types of games used in English teaching and
games that support language learning. 3) Students' perceptions of the use of
Game-Based Learning strategies in English learning.
This research employed a qualitative approach with a case study design.
Data were collected through classroom observations, interview with the English
teacher and students, and documentation of teaching materials and learning
activities. The participants of this study include an English teacher and students of
class VIII at SMP Islam Al-Ikhlas Karasan Magetan. The data analysis involved
data condensation, data display, and drawing conclusions following Miles and
Huberman‘s model.
From this study it can be concluded that: 1) The implementation of Game-
Based Learning for Act and Guess, the teacher began with preparation by
selecting vocabularlyrelated to the topic. Then, students were divided into groups.
Each students took turns to act out a word silently, while others guessed the word
using expressions like ―I think...‖ or ―In my opinion…‖. Points were awarded for
correct answers, and roles rotated. For Spin and Describe, the teacher prepared a
spinner filled with images related daily activities. Students took turns spinning it,
describing the result using English sentences, and expressing their opinions. Their
classmates could ask questions or give responses. The teacher provided feedback
after each turn. These steps reflected the theoretical stages of Gme-Based
Learning: preparation, interaction, and feedback, all supporting students‘ speaking
and critical thinking skills. 2) The types of games applied are Act and Guess and
Spin and Describe. These games have proven to be effective in training various
aspects of language such as vocabulary, understanding instructions, pronunciation,
word structure, and spontaneous language skills. Adaptive classroom management
of teachers and positive student responses indicate that the integration of relevant
games is a valuable strategy in teaching English. 3) Students' perceptions of
Game-Based Learning are very positive, as shown by increased engagement,
enthusiasm, and motivation to learn.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Fenty Andriani |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 01 Jul 2025 01:35 |
| Last Modified: | 01 Jul 2025 01:35 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/34696 |
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