Game-based learning for the development of reading comprehension among teenagers
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Publicación 5. Vol 7. Num 3 (Español (España))
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Published:
Jul 5, 2023
Keywords:
Game-based learning, language learning, motivation, reading comprehension
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Abstract
Introduction: Reading comprehension is a great deal among English learners because it is one of the bases for their language learning process. This research aims to use game-based learning for the development of reading comprehension among first-year senior high school students. Methodology: The study used a quantitative descriptive methodology with quasi-experimental design where seventy-eight students participated to form the control group and the experimental one. Moreover, two English teachers participated for the classroom treatment. Students from the control group studied in the morning section and the experimental group attend classes in the afternoon. To collect data, two instruments were used; first, a survey with its corresponding questionnaire to look for information about students’ perceptions on their own reading comprehension levels. The second instrument was the A2 for school’s exam – reading part that contained thirty questions focused on reading for main idea, for specific information, vocabulary, and spelling. Results: Findings from the pre-test revealed that students have a very low level of literal reading comprehension. The intervention involved classes based on board games and contest game with elements like points, achievements, rankings, time, levels, challenges, and rewards that contribute to motivate the teaching-learning process. Post-test results revealed that students from the control group remained the same level; however, the experimental group considerably improved. Conclusion: Therefore, the proposed hypothesis was accepted, and the author concluded that game-based leaning is beneficial for students to develop their reading comprehension.
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Ruiz Villacrés, G. E., & Paredes Rodríguez, L. A. (2023). Game-based learning for the development of reading comprehension among teenagers. Ciencia Digital, 7(3), 79-98. https://doi.org/10.33262/cienciadigital.v7i3.2588
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References
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Jackson, G., & McNamara, D. (2018). Motivation and performance in a game-based intelligent tutoring system. Journal of Educational Psychology, 105(4), 1036–1049. doi:https://doi.org/10.1037/a0032580
Jacovina, M., Jackson, T., Snow, E., & McNamara, D. (2016). Timing Game-Based Practice in a reading comprehension strategy tutor. In A. Micarelli, J. Stamper, & K. Panourgia (Ed.), Proceedings of the 13th International Conference on Intelligent Tutoring Systems (pp. 80-89). Zagreb, Croatia: Spinger.
Jeni, Y. (2020). The Using of Short Stories to Enhance Students’ Reading Comprehension. Borneo Educational Journal, 2(2), 83-88. doi:10.24903/bej.v2i2.632
Khikmah, N. (2018). The use of Scattergories board game to improve students’ vocabulary mastery and reading comprehension for the eighth year students. Retrieved from State Institute for Islamic Studies: http://perpus.iainsalatiga.ac.id/lemari/fg/free/pdf/?file=http://perpus.iainsalatiga.ac.id/g/pdf/public/index.php/?pdf=1266/1/SKRIPSI%20-%20NUR%20KHIKMAH%20(123-12-001)
Kim, B. (2015). Game Mechanics, Dynamics, and Aesthetics. Lybrary Technology Reports, 1(1), 17-19. Retrieved from https://journals.ala.org/index.php/ltr/article/view/5630/6948
Logsdon, A. (2019). Reading Comprehension Problems. https://www.verywellfamily.com/learning-disability-in-reading-comprehension-2162449
Ministerio de Educación del Ecuador. (2016, Marzo 31). Currículo 2016. Retrieved from Ministerio de Educación del Ecuador: https://educacion.gob.ec/curriculo/
Nastitie, V., & Pratiwi, I. (2017). Implementing Joyful learning Strategy Using Treasure Clue Game Method in Order to Improve Reading Comprehension Skill. Jurnal Prima Edukasia, 5(2), 203-210. doi:http://dx.doi.org/10.21831/jpe.v5i2.11601
Nurjanah, R. (2018). The Analysis on Students’ Difficulties in Doing Reading. Metathesis: Journal of English language literature and teaching, 2(2), 253 - 264. doi:10.31002/metathesis. v2i2.958
Pho, A., & Dinscore, A. (2015). Game-Based Learning. Instructional Technologies committee, 1(1), 1-5. Retrieved from https://acrl.ala.org/IS/wp-content/uploads/2014/05/spring2015.pdf
Qamariah, H., & Wahyuni, S. (2018). Teaching spelling through games. Visipena Journal, 9(1), 137-150. doi:10.46244/visipena.v9i1.447
Qomariyah, S. (2020). Bingo Games in students’ vocabulary and reading comprehension. Culture, Language, and Teaching of English, 5(2), 170-177. doi:10.26905/enjourme.v5i2.5056
Shi, Y.-R., & Shih, J.-L. (2015). Game Factors and Game-Based Learning Design Model. International Journal of Computer Games Technology, 15(1), 1-11. doi:https://doi.org/10.1155/2015/549684
Sigmund, S., Fletcher, D., & Wind, A. (2014). Game-Based Learning. Handbook of Research on Educational Communications and Technology, 1(1), 485-503. doi:10.1007/978-1-4614-3185-5_38,
Sulistianingsih, E., Febriani, R., & Pradjarto, J. (2019). The Effect on Interactive Board Games (IBG) on Vocabulary achivement. Journal of the Association of Arabic and English, 5(2), 127-139. doi:https://ejournal.iainkendari.ac.id/langkawi/article/view/1458
Sulistyawati, E., Nugroho, A., & Bram, B. (2021). Morphological Teaching Strategies to Enhance Students’ Vocabulary Knowledge and Reading Comprehension. Journal of English Teaching, 7(2), 179-190. https://doi.org/10.33541/jet.v7i2.2472
Tobar, H., Baldiris, S., & Fabregat, R. (2017). Augmented Reality Game-Based Learning: Enriching Students’ Experience During Reading Comprehension Activities. Journal of Educational Computing learning, 1(1), 1-36. doi:10.1177/0735633116689789
Yulandari, E., Widiati, B., & Januardi, D. (2022). Improving reading comprehension skill through language games at VII grade of Junior High School. Jurnal Ilmiah Global Education, 3(2), 238–243. doi:https://doi.org/10.55681/jige.v3i2.370
Afifah, S. (2019). Teaching Reading Comprehension using snakes and ladders game at the eleventh grade students. Retrieved from University of Nusantara Pgri Kediri: imki.unpkediri.ac.id/mahasiswa/file_artikel/2018/14.1.01.08.0134.pdf
Arwandi, A., Syarif, H., & Ardi, H. (2019). Improving Students’ Vocabulary Through Words Games at Grade VI of SDS Setia Padang. Proceedings of the Eighth International Conference on Languages and Arts (ICLA-2019) (pp. 183-186). Paris: Published by Atlantis Press SARL.
Aswandi, A. (2020). The application of matching game to improve students’ English vocabulary mastery. Innovish Journal, 5(1), 58-65.
Cambridge Assessment. (2021, May 15). Cambridge Assessment. Retrieved from A2 Key exam format: https://www.cambridgeenglish.org/exams-and-tests/key/exam-format/
Cambridge Dictionary. (2021). Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/es/
Castillo, L. (2021). Ecuador, con bajo desempeño en lectura. Retrieved from El Comercio: https://www.elcomercio.com/tendencias/sociedad/ecuador-bajo-desempeno-lectura-ninos.html
Cheng-Tai, L., Huei-Tse, H., & Liang-Hsuan, L. (2022). Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension. Language Teaching Research, 0(0), 1-10. doi:https://doi.org/10.1177/13621688221125
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. New York: Routledge.
Common European Framework of Reference for Languages. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Retrieved from https://rm.coe.int/16802fc1bf
Crisol, E. (2017). Using Active Methodologies: The students´view. Procedia - Social and Behavioral Science, 672-677.
Cronquist, K., & Fiszbein, A. (2017). English Language Learning in Latin America. The Dialog.
Crystal, D. (2003). English as a Global Language. New York: Cambridge University Press.
Dever, D., Wiedbusch, M., Cloude, E., Lezter, J., & Acevedo, R. (2021). Emotions and the Comprehension of Single versus Multiple Texts during Game-based Learning. Emotions in Reading, Learning, and Communication, 59(1-2), 94-115. doi: https://doi.org/10.1080/0163853X.2021.1950450
Education First. (2021). Índice del EF English Proficiency. Retrieved from https://www.ef.com.ec/epi/regions/latin-america/ecuador/
Elder, J. (2008). Exercise your college Reading Skills. New York: McGrow Hill.
Elfiza, R. (2018). Improving Students’ Reading Comprehension through Adapted Monopoly Game. UHAMKA International Conference on ELT and CALL (UICELL) (pp. 73-83). Yakarta: UHAMKA International.
Guevara, R. (2016). El estado del arte en la investigación: ¿análisis de los conocimientos acumulados o indagación por nuevos sentidos? Folios, 44(1), 165-179.
Harmer, J. (2007). How to teach English. First Edition. England: Pearson Education.
Hashemi, A. (2021). The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students. Journal for the Education of Gifted Young Scientists, 9(2), 151-160. doi:http://dx.doi.org/10.17478/jegys.846480
Hayatun, F. (2020). The Effect of Using Jeopardy and Board Game on Students' Reading Comprehension at Global Cendekia Vocational High School of Kampar Regency. Retrieved from State Islamic University of Sultan Syarif Kasim Riau: https://repository.uin-suska.ac.id/48726/1/Tesis%20FULL%20kecuali%20BAB%20IV_Hayatun%20Faizah.pdf
Heilman, A. (1988). The Principles and The Practices of Teaching Reading. Ohio: Merill Publishing Co.
Hidayat, N. (2016). Improving students' vocabulary achievement through word game. Journal of Education and society, 1(2), 95-104. doi:http://dx.doi.org/10.21070/jees.v1i2.446
Holmes, W. (2011). Using game‐based learning to support struggling readers at home. Learning Media and Technology, 36(1), 5-19. doi:10.1080/17439884.2010.531023
Jackson, G., & McNamara, D. (2018). Motivation and performance in a game-based intelligent tutoring system. Journal of Educational Psychology, 105(4), 1036–1049. doi:https://doi.org/10.1037/a0032580
Jacovina, M., Jackson, T., Snow, E., & McNamara, D. (2016). Timing Game-Based Practice in a reading comprehension strategy tutor. In A. Micarelli, J. Stamper, & K. Panourgia (Ed.), Proceedings of the 13th International Conference on Intelligent Tutoring Systems (pp. 80-89). Zagreb, Croatia: Spinger.
Jeni, Y. (2020). The Using of Short Stories to Enhance Students’ Reading Comprehension. Borneo Educational Journal, 2(2), 83-88. doi:10.24903/bej.v2i2.632
Khikmah, N. (2018). The use of Scattergories board game to improve students’ vocabulary mastery and reading comprehension for the eighth year students. Retrieved from State Institute for Islamic Studies: http://perpus.iainsalatiga.ac.id/lemari/fg/free/pdf/?file=http://perpus.iainsalatiga.ac.id/g/pdf/public/index.php/?pdf=1266/1/SKRIPSI%20-%20NUR%20KHIKMAH%20(123-12-001)
Kim, B. (2015). Game Mechanics, Dynamics, and Aesthetics. Lybrary Technology Reports, 1(1), 17-19. Retrieved from https://journals.ala.org/index.php/ltr/article/view/5630/6948
Logsdon, A. (2019). Reading Comprehension Problems. https://www.verywellfamily.com/learning-disability-in-reading-comprehension-2162449
Ministerio de Educación del Ecuador. (2016, Marzo 31). Currículo 2016. Retrieved from Ministerio de Educación del Ecuador: https://educacion.gob.ec/curriculo/
Nastitie, V., & Pratiwi, I. (2017). Implementing Joyful learning Strategy Using Treasure Clue Game Method in Order to Improve Reading Comprehension Skill. Jurnal Prima Edukasia, 5(2), 203-210. doi:http://dx.doi.org/10.21831/jpe.v5i2.11601
Nurjanah, R. (2018). The Analysis on Students’ Difficulties in Doing Reading. Metathesis: Journal of English language literature and teaching, 2(2), 253 - 264. doi:10.31002/metathesis. v2i2.958
Pho, A., & Dinscore, A. (2015). Game-Based Learning. Instructional Technologies committee, 1(1), 1-5. Retrieved from https://acrl.ala.org/IS/wp-content/uploads/2014/05/spring2015.pdf
Qamariah, H., & Wahyuni, S. (2018). Teaching spelling through games. Visipena Journal, 9(1), 137-150. doi:10.46244/visipena.v9i1.447
Qomariyah, S. (2020). Bingo Games in students’ vocabulary and reading comprehension. Culture, Language, and Teaching of English, 5(2), 170-177. doi:10.26905/enjourme.v5i2.5056
Shi, Y.-R., & Shih, J.-L. (2015). Game Factors and Game-Based Learning Design Model. International Journal of Computer Games Technology, 15(1), 1-11. doi:https://doi.org/10.1155/2015/549684
Sigmund, S., Fletcher, D., & Wind, A. (2014). Game-Based Learning. Handbook of Research on Educational Communications and Technology, 1(1), 485-503. doi:10.1007/978-1-4614-3185-5_38,
Sulistianingsih, E., Febriani, R., & Pradjarto, J. (2019). The Effect on Interactive Board Games (IBG) on Vocabulary achivement. Journal of the Association of Arabic and English, 5(2), 127-139. doi:https://ejournal.iainkendari.ac.id/langkawi/article/view/1458
Sulistyawati, E., Nugroho, A., & Bram, B. (2021). Morphological Teaching Strategies to Enhance Students’ Vocabulary Knowledge and Reading Comprehension. Journal of English Teaching, 7(2), 179-190. https://doi.org/10.33541/jet.v7i2.2472
Tobar, H., Baldiris, S., & Fabregat, R. (2017). Augmented Reality Game-Based Learning: Enriching Students’ Experience During Reading Comprehension Activities. Journal of Educational Computing learning, 1(1), 1-36. doi:10.1177/0735633116689789
Yulandari, E., Widiati, B., & Januardi, D. (2022). Improving reading comprehension skill through language games at VII grade of Junior High School. Jurnal Ilmiah Global Education, 3(2), 238–243. doi:https://doi.org/10.55681/jige.v3i2.370