EXPLORING STUDENTS' PERCEPTION OF GAME-BASED LEARNING IN ENGLISH CLASSES
Abstract
This study investigated students' perceptions of game-based learning in English classes at SDN Kabonena. Learning English at the elementary level presents various challenges, including student passivity and lack of confidence. Game-based learning has been recognized as a promising approach to address these challenges by creating a more enjoyable and interactive learning environment. A descriptive quantitative design was employed, with data collected through a 20-item Likert-scale questionnaire distributed to 20 fourth-grade students of class A. The questionnaire was grouped into four categories: Students' Enjoyment, Students' Motivation, Students' Confidence, and Students' Social Interaction. Each item was measured using a four-point scale ranging from Strongly Agree to Strongly Disagree, and data were analyzed using the percentage formula P = F/N x 100%. The findings revealed that students held positive perceptions toward game-based learning across all four categories, with an overall average positive response of 69.75%, classified in the High category. Enjoyment recorded the highest average (78%), followed by Confidence (70%), Social Interaction (69%), and Motivation (62%). While most dimensions showed consistently positive results, several items related to enthusiasm, boredom, and social interaction recorded Moderate results, indicating areas for instructional improvement. These findings suggest that game-based learning positively shapes students' perceptions and can serve as an effective strategy for creating enjoyable and interactive English learning environments at the elementary school level. Teachers are encouraged to refine game implementation by improving activity design and strengthening connections between game tasks and learning objectives.
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