Efl Student1

EFL STUDENTS’ PERCEPTIONS TOWARDS INTERACTIVE GAME
ENHANCING VOCABULARY
UNDERGRADUATE THESIS
BY
ANTRIKA AYU WULANDARI
NIM 175110507111015
ENGLISH LANGUAGE EDUCATION PROGRAM

DEPARTMENT OF LANGUAGE EDUCATION
FACULTY OF CULTURAL STUDIES
UNIVERSITAS BRAWIJAYA
2022
DECLARATION OF AUTHORSHIP
Herewith I,
Name : Antrika Ayu Wulandari
NIM : 175110507111015
Address : Jln. Harinjing No. 97 Dsn. Purworejo RT/RW 020/004, Ds.
Kepung, Kecamatan Kepung, Kabupaten Kediri, Jawa Timur
Declare that :
1. This under graduate thesis is the sole work of mine and has not been
written in collaboration with any other person, nor does include without
due acknowledgement, the work of any person
2. If at a later time it is found that this under graduate thesis is a product of
plagiarism, I am willing to accept any legal consequences that may be
imposed upon me.
Kediri, 27 September 2022
Antrika Ayu Wulandari

175110507111015
2
LEMBAR PENGESAHAN
Dengan ini menyatakan bahwa skripsi sarjana berjudul EFL Students’

Perceptions Towards Interactive Game Enhancing Vocabulary. atas nama
ANTRIKA AYU WULANDARI telah disetujui oleh Dewan Penguji sebagai
syarat untuk mendapatkan gelar Sarjana Pendidikan.
Tanggal Ujian: 20 Desember 2021
Pratnyawati Nuridi Suwarso., M.Li., Ketua/

Penguji NIP. 2018077909272001
Agus Ghozali , S.Pd., M.Li., Anggota/ Pembimbing

NIP. 2018077708131001
Mengetahui,
Wakil Dekan Bidang Akademik
Hamamah, M.Pd., Ph.D. NIP.

19730103 200501 2 001
3
APPROVAL SHEET
This is to certify that the undergraduate thesis titled EFL Students’ Perceptions
Towards Interactive Game Enhancing Vocabulary. by ANTRIKA AYU
WULANDARI has been approved by the Board of Examiners as one of the
requirements for thedegree of Sarjana Pendidikan.
Examination Date (dd/mm/yyyy): 20/12/2021
Pratnyawati Nuridi Suwarso., M.Li., Chair/

Examiner Employee ID Number.
2018077909272001
Agus Ghozali , S.Pd., M.Li., Member/ Supervisor

Employee ID Number NIP. 2018077708131001
Acknowledge by,
Deputy Dean for Academic Affairs
Hamamah, M.Pd., Ph.D. NIP.

19730103 200501 2 001
4
ACKNOWLEDGMENTS
Alhamdulillahirobbil’alaamiin. All praises due to Allah SWT, who has
blessed and given me the chance, health and strength in writing and finishing this
thesis. Prayer and salutation be upon the beloved prophet Muhammad SAW, his
companions and his faithful followers who strive in Allah’s religion, Islam. In
particular, the writer would send gratitude to:
1. Dr. Ive Emaliana.,M.Pd as the head of study program English education
program, Faculty of Cultural Studies, Universitas Brawijaya
2. Agus Ghozali S.Pd., M.Li as the supervisor who has been very helpful to
the author to complete this thesis
3. Mrs. Pratnyawati Nuridi Suwarso, M. Li as the examiner for their valuable
time, worthy advice and all guidance during the process of my
undergraduate thesis
4. The entire lecturers and staff of English Education Department, Faculty of
Cultural Studies, Universitas Brawijaya
5. Mrs. RR Wiwik Widowati S.Pd as the English teacher who helped
conduct this research
6. Ismarianto and Suminah as the best motivator in this world and my
beloved brother Eko papang and my sister law Dian Ningtyas
7. Very special thanks to my husband Revindo mei Saputra, for his support
and assistance in every step of my thesis.
8. Fikky Aulia Novianti, Fauziyyah Yovian Ni, H.O.P.E gengs and Anissia
Andriandi Agustin beloved people behind of the scene who always give
their support, motivation, and the best moments that they have given
9. Last but not least, I want to thank me for believing in me, for doing all this
hard work, for having no days off and never quitting.
After all, I admit that this thesis is still far away from perfection, I will be
very pleased to hear any comment, critics and suggestion for the better result and I
hope that this thesis will give benefits for educational sector.
Kediri, 21 December 2021
Antrika Ayu Wulandari
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ABSTRACT
Wulandari, Antrika. 2022. EFL Students’ Perceptions Towards Interactive

Game Enhancing Vocabulary. Study Program of English Education,
Department of Language Education, Faculty of Cultural Studies, Universitas
Brawijaya. Supervisor: Agus Ghozali S.Pd., M.Li.
Keywords:Interactive game , Vocabulary.
Perception is one the factor that shapes judgment of an individual on
someone or something. The level of judgment of an individual can be seen from
how one's perception leads to positive or negative. Media such as interactive
games most popular technique and is usually used by teachers in the teaching and
learning process. This study purpose is to find out students’ perception on
Interactive game by two frameworks namely towards the material and
application.
The method used in this study is a quantitative approach with survey
research as the design. Two adapted questionnaires were used in this recent study
which from Angraeni et al. (2016) to measure perception towards material; and
Ibrahim, et al. (2011) for measure towards the application. There were 122
students of SMPN 1 Singosari class A- E as the subject. This research used Likert
scale to analyze the responses. The data were tabulated, converted into
percentages and calculated using the SPSS.
The result shows that students have a positive response on learning english
vocabulary using interactive game through the two frameworks. Almost all of the
students state their agreement based on 30 statements through the questionnaire in
this recent study. In conclusion, all students give positive perception and it refers
to two frameworks from adopted the questionnaire. Each of the frameworks
gained a positive response from the students. This indicates that students can
improve the vocabulary using interactive game.
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ABSTRAK
Wulandari, Antrika. 2022, EFL Students’ Perceptions Towards Interactive
Game Enhancing Vocabulary. Program Studi Pendidikan Bahasa Inggris,
Jurusan Pendidikan Bahasa, Fakuktas Ilmu Budaya, Universitas Brawijaya.
Pembimbing: Agus Gozali, M.Li.
Kata kunci: Kosa kata, Permainan interaktif
Persepsi merupakan salah satu faktor yang membentuk penilaian
seseorang terhadap seseorang atau sesuatu. Tingkat penilaian seseorang dapat
dilihat dari bagaimana persepsi seseorang mengarah ke positif atau negatif. Media
seperti permainan interaktif merupakan teknik yang paling populer dan biasanya
digunakan oleh guru dalam proses belajar mengajar. Tujuan penelitian ini adalah
untuk mengetahui persepsi siswa tentang permainan Interaktif dengan dua
kerangka yaitu terhadap materi dan aplikasi.
Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif
dengan desain penelitian survei. Dua kuesioner yang diadaptasi digunakan dalam
penelitian terbaru ini dari Angraeni, et al. (2016) untuk mengukur materi dan
Ibrahim, et al. (2011) untuk tindakan terhadap aplikasi. Subjek penelitian ini
adalah siswa SMPN 1 Singosari kelas A-E sebanyak 122 orang. Penelitian ini
menggunakan skala Likert untuk menganalisis tanggapan. Data ditabulasi, diubah
menjadi persentase dan dihitung menggunakan SPSS.
Hasil penelitian menunjukkan bahwa siswa memiliki respon positif
terhadap pembelajaran kosakata bahasa Inggris dengan menggunakan permainan
interaktif melalui dua kerangka framework. Hampir semua siswa menyatakan
setuju berdasarkan 30 pernyataan melalui angket dalam penelitian terbaru ini.
Kesimpulannya, semua siswa memberikan persepsi positif dan mengacu pada dua
kerangka kerja dari angket yang adopsi . Masing-masing framework mendapatkan
respon positif dari siswa. Hal ini menunjukkan bahwa siswa dapat meningkatkan
kosa kata dengan menggunakan permainan interaktif.
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Table of Contents
CHAPTER 1.....................................................................................................................1
INTRODUCTION............................................................................................................1
1.1 Background of the research..............................................................................1
1.2 Research Question.............................................................................................4
1.3 Objective of the Research................................................................................4
1.4 Significance of the Research............................................................................4
1.5 Scope of the Research.......................................................................................5
1.6 Definition of Key Terms...................................................................................5
CHAPTER II....................................................................................................................6
REVIEW OF RELATED LITERATURE.....................................................................6
2.1 Definition Vocabulary......................................................................................6
2.2 Teaching Vocabulary.......................................................................................6
2.3 Teaching Vocabulary using Game..................................................................7
2.4 Perception.........................................................................................................9
2.5 Positive and Negative Perception....................................................................9
2.6 Students’ Perception......................................................................................10
2.7 Student Perception in Teaching Learning Process......................................11
2.8 Teaching Media..............................................................................................11
2.9 Gamification Learning Approach.................................................................12
2.10 Review Previous Studies................................................................................13
CHAPTER III................................................................................................................15
RESEARCH METHODOLOGY..................................................................................15
3.1 Research Design..............................................................................................15
3.2 Data and Source Data....................................................................................15
3.3 Research Procedures......................................................................................15
3.4 Research Instrument......................................................................................16
3.4 Data collection................................................................................................16
3.5 Validity of the study.......................................................................................17
3.6 Reliability of the study...................................................................................17
3.7 Data Analysis..................................................................................................17
CHAPTER IV.................................................................................................................19
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FINDING AND DISCUSSION......................................................................................19
4.1 Finding..................................................................................................................19
4.1.1 Based on Material.............................................................................................19
4.1.2 Based on Application.........................................................................................26
4.2 Discussion..............................................................................................................36
4.2.1 Based on Material..............................................................................................36
4.2.2 Based on Application.........................................................................................37
CHAPTER V..................................................................................................................38
CONCLUSION AND SUGGESTION..........................................................................38
5. 1 Conclusion............................................................................................................38
5.2 Suggestion.............................................................................................................38
REFERENCES...............................................................................................................39
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CHAPTER 1
INTRODUCTION
1.1 Background of the research

English is the language which has the most important role in the world as the
tool to communicate with each other. English is also one of foreign languages
which become the subject at school which should be learned by students in formal
education from the lowest to the highest level and it is also examined in the
National Examination (Sepyanda, 2017). The students should understand, deliver
the information, opinion, feeling, ideas while developing the knowledge,
technology, and culture by using English.
The most important English learning component is comprehending the
vocabulary. Vocabulary is the prior element in English that the students need to
comprehend and it should be taught to them because it has the key role to every
language in the whole world, in which without vocabulary we can not understand
each other (Alqahtani, 2015). Vocabulary is the acknowledgement that learns
about words and word meanings. Vocabulary is the fundamental competence that
should be had by students to get another competence like reading, speaking,
listening, and writing. On the other hand, other language skills cannot be
separated from vocabulary., (Dakhi, 2019). As the previous researcher conducted
by Aristya (2019) said that there are several causes that make it difficult for
students to learn English. First, the students lack vocabulary so that they cannot
understand the meaning of the words. Second, the media that is used is not
interesting. The way to teach the material about vocabulary is still using the
conventional way, in which the students are given some words then the students
write and memorize those words. This method will make it easy for the students
to forget it because of some factors like a lack of memory, laziness, and boredom.
With the difficulty of memorizing vocabulary, the ability to understand English
both verbal and non-verbal is not optimal.
The objectives of learning English vocabulary for seventh - grade students of
junior high school based on the 2013 curriculum students are expected to be able
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to master common vocabulary in academic texts, master vocabulary to identify
texts, to learn strategies for understanding vocabulary in texts, to use the correct
word forms in spoken language production and writing, to understand the separate
meanings of words as used in reading and listening texts (Anggreni, 2017).
However, in reality, the above objectives have not been achieved. It can be proven
from the fact that students' vocabulary mastery is still low, using the wrong words.
Based on the experience of researcher in SMPN 1 Singosari Malang and also
asked to the English teacher there, the researcher got several obstacles that the
students faced, in which they were lack in comprehending the vocabulary because
they did not know how to express some words that gave by using guessing game
method. Furthermore, lack of media variety that is used in teaching English,
caused by limitations of existing media. By these conditions, the researcher
assumed that the appropriate method, strategy or media should be chosen, because
it is not an easy thing to do when teaching English in vocabulary, especially
without the complementing of an appropriate method.
The COVID-19 pandemic is a huge challenge to education systems. This
Viewpoint offers guidance to teachers, institutional heads, and officials on
addressing the crisis. In ramping up capacity to teach remotely, schools and
colleges should take advantage of asynchronous learning, which works best in
digital formats (Hamid, 2020). Digital technology in education includes all of the
tools that can be used to present the information, especially related to education
and assessment, such as television, language laboratory, and some media which
projects and computers. It can be said that everything covered as audio-visual aids
is classified as technology in education. The use of teaching learning media which
use technology in the form of an interactive game, providing the students with an
easier understanding of vocabulary and also making the learning will be fun and
enjoyable (Muliana, 2018). There are many interactive media that can be used to
teach vocabulary online such as videos as well as games. Games can improve
students' vocabulary because games can encourage creative behavior and different
thinking.
Sari (2018) noted that Games become important for young learners and
teachers because they are enjoyable and encourage students to use their language
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creatively. It is natural for games to be part of young students’ life. Using
Interactive games to learn vocabulary for EFL secondary students is expected to
help the students to understand more about vocabulary. Simple games such as
educandy games, word wall, kahoot, socrative, Plickers, quizziz can make
students feel happy and relaxed in participating in these lessons, which can help
students to be more interested in the material. Feeling happy when following the
lesson makes students understand the lesson comfortably without pressure.
Interactive games have various features and appearances that can appeal to EFL
students. Interactive game are designed in such a way that they can serve as a
platform for attracting users. Interactive games is a digital game with a display
that can attract many people, but its features are easy to understand. Arintia and
Fitriarti (2017) in their research stated that colorful animated games with fantastic
background music as a learning medium for EFL secondary students makes them
feel more motivated in the learning process. Interactive games are supposed to
establish enjoyment for students when in the learning process. However, teachers
need more convincing reasons to achieve what they have planned and the learning
goals or objectives. Additionally, Harmer (2007) in Brahmana (2022) noted that
teachers must consider which games they will use and how to link them to the
materials. Most young students have the attention that they are easily distracted
and lose interest. Monotonous lessons decrease students' enthusiasm for learning.
Ramadhaniarti (2016) found that learning vocabulary is a boring subject, so
the teacher uses games to keep students engaged in the learning process. The
students in her research were from one of State Junior High School in Bengkulu
City's first-grade junior high school. Her research is characterized as qualitative
research and is classified as a case study. She reports that learning vocabulary
through games is a fun and effective method that can be implemented in any
classroom. She suggests that games are used not only for more fun but also for
more effective practice and review of language lessons, resulting in improved
communicative competence for learners. The internet contains various topics that
can be used to intensify and improve language learning. Turgut and Irgin (2009)
in Klimova (2017) report that online computer games promote language learning,
especially vocabulary. However, Harmer (2007) in Brahmana (2022) notes that
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most young learners have short attention spans and quickly lose interest.
Additionally, he suggests that teachers must prepare the students to learn from
various sources. Therefore, Interactive games are needed to make students enjoy
the learning process.
There are previous studies that have been conducted by the researchers
regarding the use of interactive games to learn English vocabulary . The first
previous study discussed about the advantage and disadvantages of teaching
English vocabulary through interactive game (Hilleh & Ibrahim, 2018). It
showed several advantages of interactive game such as developing attention,
focus and activating intelligence because they use exploring games that help
children to participate in the games. They work on the development of memory
and accelerate thinking process, and develop initiative, planning and logic in
children, as well as, they lead to enlarging the child’s imagination. However, the
disadvantages of using interactive games in English are, learners and teachers
must consider the availability of a well-operated computer and good internet
connection. It is impossible to overcome the entire problem of learning
vocabulary using games. Sometimes it could be hard to use games for study
activities because some students are not active in the class and are not well-
prepared to study. The materials the teacher wants to deliver to them are not clear
enough, or some students still do not understand the materials.
Otherwise, the second previous study focused on the effectiveness of the use
of interactive games in improving students’ academic achievement (Setiawan &
phillipson, 2019). The result is that the use of interactive game is statistically
significant to improve students’ learning out comes in elementary and
secondary school. It clarifies that the interactive game acts as one of learning
materials which has the impact in improving students' vocabulary. From the
reasons and theories stated above and from previous research, online games can
benefit teaching and learning. Although there will be some problems, such as the
introverted student who does not want to socialize with others, or maybe some of
them, have technologically backward students. There is a wide variety of sources
of interactive game to teach vocabulary to EFL students. Teachers also can use
this learning media to take the score of students. Digital Games-Based Learning is
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more practical and effective in learning vocabulary for students. The gap of this
research is, th data collection from at small amount of participants due to the c-19
pandemic conditions and the implementation of hybrid learning where there are
only a certain number of students who attend face to face, the data is still not deep
enough to be able to know more about students’ perception and motivation toward
the use of interactive as a learning media in the classroom. The gap of this
research is, the data collection from at small amount of participants due to the c-
19 pandemic conditions and the implementation of Asynchronous learning where
there are only a certain number of students who attend , the data is still not deep
enough to be able to know more about students’ perception toward the use of
interactive as a learning media in the classroom.
Thus, it mostly focused on the perspectives of students toward interactive
games as one of ways to learn English vocabulary . In addition, in this era, many
students are addicted to playing games. Therefore, it is hoped that the interactive
game can provide benefits for students to improve their language skills, especially
in studying English vocabulary.
1.2 Research Question

Based on the background above, the research questions of this research are
formulated as follows:
1. What are EFL students’ perceptions toward Interactive games in
supporting vocabulary English learning?
2. How is their vocabulary attainment in English related to interactive
games?
1.3 Objective of the Research
1. The objective of the study is to find out the EFL students’ perception
toward interactive games in supporting vocabulary English learning.
2. To discover the EFL students’ competence in English
1.4 Significance of the Research
The significance of this research is hopefully used for:
1. Students, it can help improve students’ achievement because they have
teachers who are creative in teaching.
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2. Teachers, the study gives input in enriching their teaching media to be
implemented in the online class.
3. School, as an input to the school to find out the creativity in teaching
English teachers on student achievement, especially in English language
lessons.
4. Increasing knowledge about the students‟ perception on the effect of
teachers‟ creativity in teaching learning process toward students‟
achievement of study English.
5. Other researchers, it is expected that the result of this research will help
in finding references for further research.
1.5 Scope of the Research
Based on a preliminary study that was conducted by the writer, in the seventh
grade student of SMP Negeri 1 Singosari teaching vocabulary technique with the
online class has a difference in each class. There were classes that implemented an
interactive game, and there were classes that implemented YouTube as learning
media . The writer will focus on VII A - E as a sample because this class
implemented Interactive game learning.
1.6 Definition of Key Terms

Avoiding some incorrect interpretations in the little research, the researcher
would like to clarify and explain the terms used. as follows :
1. Students’ Perception : Students’ perception is a process where students’
think, organize, or classify about experiences that they face in class
including the use of Interactive games as teaching media in learning
vocabulary.
2. Interactive Game : Interactive game is An electronic game played by
manipulating moving figures on a display screen, that is used for supporting
teaching vocabulary in this research.
3. Teaching Media : Teaching media is tools that are used by teachers to
deliver material in class to help teaching learning process in order to reach
certain learning goals.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher explains some theories related to this research
which support the finding of the study later. It is divided into several sub chapters,
which are the definition of vocabulary mastery , teaching vocabulary, teaching
vocabulary using game, perception, negative and positive perception, student
perception in teaching learning process , teaching media, Gamification Learning
Approach, and the last is previous studies.
2.1 Definition Vocabulary

Vocabulary is one of the important elements of teaching a language.
Fard and Boroujeni (2013) in Kurniawan (2016) states that, vocabulary is a
sizable component in the learning process. Learners across proficiency levels
will encounter situations where they can understand only part of written text
or a sentence due to the fact that they don’t know all the words. It means that
vocabulary is a big component that will make people understand written text
because they don’t know the meaning of all the words.
Susilawati (2019) stated that vocabulary as the concept and function
word of language which are so thoroughly that they become a part of a child's
understanding of speaking, reading and writing. Vocabulary is the word
having meaning when heard or seen even though not preceded by the
individual himself to communicate with others.
Vocabulary development could be defined as the action or act of
building up vocabulary or words the students had, or it can also be said that
vocabulary development in the elements of English that was being developed.
In teaching vocabulary the students must had some elements of English
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vocabulary, such as noun, conjunction, adverb, adjective, pronoun and
interjection (Herdi, 2018).
2.2 Teaching Vocabulary
Teaching vocabulary is teaching and learning process is the main activity
which cannot be separated from each other. According to Brown (2007) cited
in Farisa et al (2018), teaching is showing or helping someone to learn how to
do something, giving instruction, guiding in the study of something,
providing with knowledge, causing to know or understand. It means that
teaching is an activity or how it is done when the teacher conveys information
to the students with the purpose to make the students understand about
something new.
Teaching vocabulary is an important factor for communication skills. It is
because by mastering the vocabulary, people can communicate to other
easily. Besides, individuals can express their feelings and ideas by
understanding the meaning of new words. According to Michael (2000) in
Kusmatutik (2019) there are four components to teaching and effective
vocabulary which are 1) teach individual words 2) provide rich and varied
language experiences 3) teach-word learning strategies 4) foster word
consciousness.
2.3 Teaching Vocabulary using Game

The goal of learning vocabulary is to make students master the material
of vocabulary and make the students be able to use the words and find the
meaning of words. According to Cahyani (2017) there are many ways to
apply the teaching vocabulary using games, the teacher just needs to adapt the
games based on the situation of the class and students.
According to Ramadhaniarti (2016), when using games in the classroom,
it is beneficial for teachers to have a complete understanding of the
definitions of games, which usually are defined as a form of play concerning
rules, competition, and an element of fun. Teachers should also consider the
advantages of games: the ability to capture students' attention; lower students'
stress; and give students the chance for real communication. Lastly, teachers
need to assess how to use games appropriately in the classroom. It is
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important to choose an appropriate time and integrate them into the regular
syllabus and curriculum.
According to Nedomova (2007) in Ramadhaniarti (2016) Teachers have to
decide the level of game for the level of the student. Considering the level of
the game is equally important while choosing games. Teachers must decide
whether the level of the game fits students’ language level because a game
may become difficult when it is beyond the learners’ level or it may become
boring when learners find it too easy to carry on. When a game’s value in
grammar teaching is considered, teachers tend to use them for practice or to
reinforce a specific grammatical aspect of language only if a game is suitable
for learners’ level so that the grammatical knowledge can be used easily as
they are playing the game. If the game is beyond the students’ level, it can
make them bored easily in doing that game.
To avoid the feeling bored of the students, teachers should consider some
factors in choosing the appropriate game for their students. The factors are
about the number of the students in the classroom, level of age, level of grade,
time duration of the game, and the difficulties of the game (cheung, 2021).
The teachers consider the level of the game to fit their students' language
level. They should choose the game that fits the purposes of that class or the
content. Moreover, teachers should consider students' characteristics: whether
they are old or young, serious-minded or light-hearted, and highly motivated
to learn or not. They should also consider when the game should be used
(Ramadhaniarti, 2016)
Teachers should be well aware of their roles while using games in their
classes. Since it is rather difficult to find a game that meets all the needs of
the learners, careful preparation of the teacher is necessary. The teacher
should organize the game before the instruction. The teacher may need some
extra equipment or materials to play the game and most of the time these
equipment and materials are not available in the classroom. Before explaining
the rules to the class, the teacher should first understand how the game is
played. Especially when working with children, the teacher should always be
prepared to adapt the game to the givens of the class. After choosing the
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game, the teacher should explain its rules to the learners in a direct and non-
complicated way. Especially for young learners, it may be necessary to use
the mother tongue because if these learners cannot understand how to play the
game, there is no educational purpose in playing it. Therefore, demonstrations
may be beneficial because they can help young learners understand the rules
clearly and easily (Zhang, 2018).
2.4 Perception
Otter (2013) in Ghadirian, et al (2017) described perception as a process
of actions for acquiring information. That acquisition can stem from the
environments to which students are exposed. Another definition from
Nugroho (2012) in Saifuddin (2018) perception is a process that starts from
the use of the five senses in receiving a stimulus, then it is organized and
interpreted so that it has an understanding of what is sensed.
According to Rakhmat (2005) in Arifin, et al (2017) perception is about
objects, events, or relationships obtained by inferring information experience
interpreting messages. Whereas, according to Sugihartono (2007) in Arifin, et
al (2017) perception is the ability of the senses to translate stimulus or the
process to translate stimulus into human senses. In human perception, there is
a difference in sensing something that is good or positive perception and
negative perception that will affect the human action.
From the definition above, it can be concluded that perception arises
based on experience and feeling of each individual. Perception is a response
owned by each individual through the process of sensing.
2.5 Positive and Negative Perception
According to Robbins (2002) in Ramlah (2020) that positive perception
is an assessment of an individual to an object or information with a positive
view or as expected from the object that is perceived or from existing rules.
Meanwhile, negative perceptions are individual perceptions of certain objects
or information with negative views, contrary to what is expected from the
object that is perceived or from existing rules. The cause of the emergence of
a negative perception can be arises because of individual dissatisfaction with
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the object being source of perception, the existence of individual ignorance
and absence individual experience of the object being perceived and vice
versa, the cause of the emergence of a person's positive perception because of
satisfaction are individuals to objects that are the source of their perceptions,
the existence of individual knowledge, and the existence of individual
experiences of objects that are perceived.
Rahmat (2005) in Faza (2019) states that perception is divided into two
forms, positive and negative. If the perceived object is in accordance with
appreciation and can be accepted rationally and emotionally, then humans
will perceive positively or tend to like and respond according to the perceived
object. If it is not in accordance with appreciation, the perception is negative
or tends to reject and respond in the opposite direction to the object of
perception.
Based on the definition described above, the researcher can conclude that
positive perception is a positive way of looking at individuals in the stimulus
in the environment through processes of cognition and affective processes
that are influenced by various things such as prior knowledge, needs,
educational moods and other factors so as to give positive meaning towards
the object that it perceives. Whereas negative perceptions are ways of looking
at or evaluating an individual against an object with considerations that are
not in individual accordance, expected or different from what they desire.
2.6 Students’ Perception
Sidhu (2003) in Hasib (2018) states that the students' perception is
students' point of view toward something that happens in the learning process
class and produces it with suggestion or argument for teacher or classmate to
improve their learning process. They evaluate and respond to what they have
done or about what they learn. The observation process can be a challenging
and interesting experience for students that can increase their awareness of
the whole process of teaching.
Delaney, Et Al (2010) in Roni (2020) students' perception is a student
evaluation of the strengths and weaknesses of a survey. The strength is the
positive result of students' perception. They agree or benefit from the teaching
11
process that contrasts with their teacher. While the weakness is the negative
result of students' perception. They disagree or get some problems from the
students' evaluation of the teaching effectiveness that is constructed by their
teachers. The description above has a close relationship with the result of
Galloway's research in Taufik (2015) about the students' perception of their
teacher in teaching. He researched German. He divided the results of students'
research into positive and negative comments.
Based on statements above, the writer concludes that knowing the
perception of each student in class is important because each person has a
difference in personality, character and objective. From here the teacher will
know what students need in the learning process for reaching triumph
learning.
2.7 Student Perception in Teaching Learning Process

To require or learn a language , especially English, is not easy when done
in a short time. Teachers develop advanced material and media for learning
that will encourage students in learning English. Here is the student
perception role applied, teachers have to know it in order to decrease
misunderstanding. According to Daryanto (2013) Students prefer instruction
that is integrated with learning media, the use of media in the learning process
can be a stimulus that influences students’ motivation.
Thohir (2018) It can be said students’ perception is the key of a
successful teaching and learning process, because in this case if the teacher
knows the students' perception, automatically the teacher will know what
students need in class. From this teacher will get some ideas about how to
improve the material or media that will be given to students another time.
2.8 Teaching Media
Teaching Media is a media which can be used for instructional purpose
or information of learning. That is why teaching media is considered a very
crucial thing in teaching in the learning process. With teaching media,
teachers may deliver the material in an easier way and understandable by the
whole students (Arsyad, 2009). The use of teaching media using ICT in EFL
learning could solve the problem and help teachers design new techniques in
12
teaching, it also encourages students' willingness in learning English and
implementing enjoyable learning activities (Al-Munawwarah, 2014).
Furthermore, the use of teaching media really brings a huge positive impact.
With excellent learning media, students are stimulated to learn and make
them more excited in material. As stated by Aniqotunnis (2013) teaching
media is a tool that can be used to deliver material and can stimulate students
to learn. Sometimes students feel stuck in the class and they need a new style
in learning activity, and the one example that can help students is the use of
teaching media.
According to Arsyad (2009), teaching media has some basic criteria
those are:
a. Teaching media that has non-physical meaning can then be called
software. This is the form of a message which we want to convey in
hardware.
b. Visual and audio need to be emphasized in teaching media.
c. Teaching media as a tool that helps teaching and learning activity both
inside or outside the class
d. Teaching media is used to communicate and interact between teacher and
students in the teaching and learning process.
Regarding the basic criteria of teaching media above, teaching media has
some criteria and teachers have to know about this before deciding media in
teaching.
There are three types of learning with e-learning media:
1. Synchronous, namely a group of students meeting instructors via the
internet, online users at the same time when they communicate with each
other.
2. Self-direct, namely students acting alone to learn, there are no teacher
friends who interact with them;
3. Asynchronous, this learning style is a collaborative learning style, where a
group of students meet the teacher via the internet and can communicate, but
not online at the same time.
13
In a study conducted by Racheva (2018) question ten participants
assessed the benefits of a synchronized virtual learning environment
compared to traditional classrooms. The most significant benefits were that
the learning process was more personalized, students felt freer to express their
opinions, and students received immediate feedback.
2.9 Gamification Learning Approach

In the context of education, the penetration of games to learn activities,
also widely known as gamification, refers to the use of pedagogical systems
that are developed with gaming designs but implemented within non-game
contexts, including education Deterding et al (2011) in Lin et al (2018). A
game based feedback tools like experience points, progress bars, badges, and
achievements are motivating and meaningful to students. Games usually offer
more consistent feedback, both immediate and delayed, than traditional
learning (Endarto, 2018). A vocabulary learning experience that increases
student motivation can be created in a learning environment that uses a
gamification approach to assess a competence. The common aim of using
gamification is to make the learning process more attractive to learners.
The gamification is done by temporarily transforming the classroom into

a game show as shown on TV, where the teacher plays the role of a game
show host and the students are the competitors. Well-designed video games
are said to be learning machines (Wang et al, 2016). In case of the purpose,
Flores (2016) stated that the main objective of gamification is to increase the
participation of a person during an activity and provide motivation by
integrating game elements such as prizes or awards and leaderboards. As
technologies grow globally, gamification has been proven to be an effective
strategy for enhancing learning process and motivating learners to learn
English vocabulary
2.10 Review Previous Studies

First previous study is from Putri, Adinda Riezky (2019) the tittle is the
Effectiveness of Using Kahoot Game to Improve Students’ Vocabulary
Comprehension (A Quasi-Experimental Research of Seventh Grade Students
14
of SMP N 15 Semarang in the Academic Year of 2019/2020.) The researcher
used quasi – experimental research. The objectives of the research were to
find out the effectiveness of using Kahoot Game to improve students’
vocabulary comprehension at the seventh graders of SMPN 15 Semarang.
After analyzing the data, the researcher found by using Kahoot Game
application differs significantly from those who were taught by conventional
teaching used by teaching vocabulary for the seventh-grade students of SMP
N 15 Semarang in the academic year 2019/2020.
There are some similarities and differences between the previous study
and the present study. The similarities between the first previous study by
Putri, Adinda Riezky (2019) and the present study conducted by researchers
are both of those studies are focused on using interactive games to improve
student vocabulary. The other similarities can be seen on the subject of the
study, the previous study and the present study chose the seventh grade
student but the school is different. Meanwhile, the differences can be seen in
the research design used in both studies. The previous study used quasi –
experimental research as the research design , while the present study used
quantitative as the research design.
The Second Previous Study Was Conducted By Puspitasari, Nining
(2019). This Study Entitled Enhancing Student’s Vocabulary Mastery By
Using Quizlet Media at The Seventh Grade of Mts Ma’arif Al-Ishlah Bungkal
Ponorogo. The researcher uses classroom action research. The objective of
the research was to know whether students‟ vocabulary skill at the seventh
grade students of MTs Ma‟Arif Al-Ishlah Bungkal could be improved
through Quizlet Media Interactive. After analyzing the data the researcher
found that the students improved their skills during teaching and learning
process by using Quizlet Media.
There are some similarities and differences between the previous study
and the present study. The similarities between the first previous study by
Puspitasari, Nining (2019) and the present study conducted by researchers are
both of those studies are focused on learning vocabulary mastery by using
interactive games. The other similarities can be seen on the subject of the
15
study, the previous study and the present study chose the seventh-grade
student but the school is different. Meanwhile, the differences can be seen in
the research design used in both studies. The previous study used classroom
action research as the research design, while the present study used
quantitative as the research design.
CHAPTER III
RESEARCH METHODOLOGY
This chapter contains the details of the methodology that was used in this
research. It is divided into several points: research design, sources of data,
research instrument, data collection, and data analysis.
3.1 Research Design

This study uses a quantitative approach for data collecting. Quantitative
research is numerical data according to the hypothesis to be tested or determined
objectively (Ary et al., 2010). This study occupies survey research as an approach.
Survey research is a technique used to gather information by asking questions to
respondents regarding their attitudes, behavior, beliefs, and habits (Creswell, 2012
p.376). Based on the researcher chose the survey research design because the best
function is to answer questions and research objectives. The researcher wanted to
identify students' perspectives about interactive games in learning vocabulary
based on the material, and the application itself.
3.2 Data and Source Data

The data of this research were the filled questionnaire about students’
perception towards interactive game enhancing vocabulary in learning English.
The data source was acquired from the population of 7th graders of SMPN 1
Singosari with 350 students. The samples were 122 students, in which class VII A
16
– E. This research uses probability sampling to cover the research topic toward
interactive games to improve vocabulary, and only 5 classes implemented the
application.
3.3 Research Procedures

In collecting the data, the researcher found the steps of survey research by
Ary et al (2010:387). The first step is planning, the researcher begins with a
research question that can be answered, then the researcher designs the plan it is
started from finding the research problem of the study. The second is defining
population, the population can be quite in a large or small scope. the researcher
chooses a population of seventh-grade students of SMPN 1 Singosari. The third
is sampling, sampling is selected by the population that has determined. In this
study, the researcher takes 122 students as the sample. The fourth is constructing
an instrument, the research constructs the instrument to collect the data from the
sample. After that, the researcher surveyed in order to collect the data and
distribute the questionnaire. The last step is processing the data, this step involves
coding the data, statistical analysis, interpreting the result, and reporting the
finding the researcher input the data in Microsoft excel and then calculate in SPSS
to know the result of the research and interpret the result of the data in descriptive
form.
3.4 Research Instrument

The researcher adapted two questionnaires; the first is from Angraeni, et al
(2016) namely Investigating EFL Students’ Perception of English Vocabulary
Acquisition Through Online Gaming. In this research, Angraeni et al (2016)
questionnaire was used to measure the perception of students on material or
content.
The second questionnaire was from Ibrahim, et al (2011) namely Students'
Perceptions of Using Educational Games to Learn Introductory Programming. In
this research, Ibrahim et al (2011) questionnaire was used to measure the
perception of students on application.
Each statement on this questionnaire is followed by 5 points Like Scale to
obtain accurate results, starting from numbers 1(“Strongly disagree”),
2(“Disagree”), 3(“Undecided”), and 4(“Agree”) 5 ("Strongly agree").
17
The questionnaire in this study has two aspects which are elaborated into 30
questions. The first is twelve questions about material/content, the second is
eightteen questions about the application. All these questions are modified into the
researcher's needs to gather the data, and it is a closed-closed question in which
there is an option. The modifications of both questionnaires are in
adding/paraphrasing some words and reducing, then, translating the questionnaire
from English to Indonesian.
3.4 Data collection
Data collection technique is the way the researcher collects the data
empirically and objectively. Data collection technique is the most important step
in the research, because the main purpose of the research is to get the data. For
collecting the data, the researcher uses a questionnaire as the instrument. There
are several procedures performed by researchers during the study. The procedures
are:
1. The researcher prepares the instruments to collect the data.
2. Making the questionnaire. The questions in a questionnaire are about
students’ perception Students’ Perceptions Toward Interactive Game
Enhancing Vocabulary.
3. After that, the questionnaire needs to get the validity from the expert of this
research.
4. In doing the research, the researcher shares the questionnaire with the
participant using Google Form.
3.5 Validity of the study

Validity is the quality of an instrument that measures what is supposed to be
measured. Creswell (2010), states that measuring the validity of the study is
important because a valid instrument helps draw better interpretation. In this
study, the researcher checked the instrument's validity by the expert. Then, the
questionnaire was tried out to 47 students to test the validity by the statistical
number. The criteria of validity test were if R count was higher than R table data
was valid and vice versa. Among those 30 questionnaire items, all items are
significant as in the appendix. The results of the correlation study would be
significant or insignificant. The significance of the research was symbolized as p-
18
value or sig. (in SPSS) which was 0.01 and 0.05. It means there is nothing sacred
about 0.05 or 0.01. Therefore, the present research used 0.05 as the significance
level.
3.6 Reliability of the study

This step is to try out the validated instrument and use Cronbach's Alpha
calculation to test the reliability. The questionnaire was given to 47 respondents to
fill in and tested. The researcher then tested the validity of each question using
SPSS. The result shows it was reliable with a total of .695 of Cronbach’s Alpha
value and higher than R- value. Therefore the questionnaire was ready to use, and
the analysis can be continued.
3.7 Data Analysis

The researcher was collected using questionnaire closed-ended questions.
Then, after collecting the data, it will be analyzed. In this study, the researcher
used some steps to analyze the data. The researcher used descriptive statistical
techniques.
The data will be analyzed using statistical analysis techniques to know the
final results. The researcher used SPSS (Statistical Package for Social Science), a
software program widely used for conducting statistical analysis of data. The
questionnaire results are classified based on their categorization. The classified
result will be explained in the discussion and findings.
19
CHAPTER IV
FINDING AND DISCUSSION
This chapter presents data findings and a discussion of the research. The
finding comes from the answered questionnaire. Meanwhile, the discussion is an
explanation of the results.
4.1 Finding
The questionnaire was validated from its content by Ms. Ika Puspitasari,
S.S., S.Pd., M.Pd, and tested 47 of the students. There are 2 out of 30 statements
revised because it was unclear and had two-way meanings. The questionnaire was
distributed on 13th September 2021 to seven graders of SMPN 1 Singosari by an
online questionnaire called Google Form. Students answered 30 questions in the
questionnaire by choosing one from 5 Likert-scale which are 1(“Strongly
disagree”), 2(“Disagree”), 3(“Undecided”), and 4(“Agree”) 5 ("Strongly agree").
The researcher received 122 responses. The answers were analyzed by using
SPSS 20 using descriptive statistics.
4.1.1 Based on Material

The first aspect is perception of the material; it consists of twelve items to
find students' experiences and perspectives during the teaching and learning
20
process. Questions in this aspect are to obtain information regarding accessibility,
understanding, and preferences of the material. The questionnaire results of
students' perception of the material are presented in the table below.
Tabel 4.1.1.1 “I understand the meaning of new vocabulary by guessing the

meaning of the word according to the context in the interactive
game?”
No Items Frequency Percentage (%)

1 Strongly Agree 39 32 %
2 Agree 60 49,2 %
3 Neutral 21 17 %
4 Disagree 2 1,6 %
5 Strongly Disagree 0 0%
Total 122 100%
The table above shows that 2 students (1.6%) said that the first statement
disagreed with them and none of the students chose strongly disagree. 21 students
(17,2%) said it was undecided to them, and 60 students (49.2%) chose it was true
of them. 39 students (32.0%) choose strongly agree with them. The highest
chosen answer was agree of me, with a total of 60 students (49.2%). It can be
concluded that most of the students understand the meaning of new vocabulary by
guessing according to context in interactive games.
21
Tabel 4.1.1.2 “I understand the meaning of new vocabulary when playing
interactive games.”

1 Strongly Agree 56 45,9 %
2 Agree 46 37,7 %
3 Neutral 12 9,8 %
4 Disagree 6 4,9 %
5 Strongly Disagree 2 1,6 %
Total 122 100%
The second statement is about understanding the meaning of new vocabulary

while playing interactive games. From 122 students, 2 students (1.6%) said it was
strongly disagree . 6 students (4.9%) stated it was disagree, and 12 students
(9.8%) said it was undecided. 46 student (37.7 %) choose agree. Most of the
students choose strongly agree with 56 students (45.9%).
Tabel 4.1.1.3 “I made a new vocabulary list when playing interactive games.”

2 Agree 50 41 %
3 Neutral 22 18 %
4 Disagree 12 9,8 %
Total 122 100%
The majority answer for the third statement is "agree" with a total of 50
students (41.0%) choosing it. It shows that most students create new vocabulary
lists while playing interactive games. Furthermore, 34 students (27.9%) choose
strongly agree with them to create new vocabulary lists while playing interactive
games. 22 students (18.0 %) choose undecided for question number 3 . Then, 12
22
(9.8 %) choose disagree. Only 4 students (3.3%) chose it was strongly disagreed
with them.
Tabel 4.1.1.4 “I remember the new vocabulary by finding synonyms from the
word when playing interactive games.”

2 Agree 42 34,4 %
3 Neutral 23 18,9 %
4 Disagree 7 5,7 %
Total 122 100%
The fourth statement is about remembering the new vocabulary by finding

synonyms from the word when playing interactive games. Most of the students
chose "strongly agree" with a total of 48 students (39.3%). 42 students (34.4%)
chose agree of them, 23 students (18.9 %) said they were undecided of them. 7
student choose disagree and only 2 students (1.6%) said it was strongly disagree
of them.
Tabel 4.1.1.5 “I remember new vocabulary when playing interactive games
by spelling.”

2 Agree 41 33,6 %
3 Neutral 23 18,9 %
4 Disagree 6 4,9 %
Total 122 100%
The fifth statement from this aspect is " I remember new vocabulary when
playing interactive games by spelling" from 122 students, students 6 (4.9%) chose
23
strongly disagree, 6 students (4.9 %) chose disagree, 23 students (18.9 %) choose
undecided. Most of the students chose strongly agree with 46 (37.7 %) answers as
the total and 41 students (33.6 %) chose agree.
Tabel 4.1.1.6 “It will be easier for me to master the new vocabulary when I
see images in the interactive game”

2 Agree 38 31,1 %
3 Neutral 14 11,5 %
4 Disagree 4 3,3 %
Total 122 100%
From the result from number sixth of this aspect, 64 students (52.5%)
stated it was strongly agree that students more easily master the new vocabulary
when viewing pictures in interactive games. 38 students (31.1%) chose disagree,
and 14 students (11.5%) choose undecided. only 4 students (3.3 %) choose
disagree and 2 students (1,6 %) choose strongly disagree.
Tabel 4.1.1.7 “I use new vocabulary in sentences presented from interactive
games”

2 Agree 49 40,2 %
3 Neutral 22 18 %
4 Disagree 6 4,9 %
Total 122 100%
The other statement in this aspect is about the students using new
vocabulary in sentences presented from interactive games. Most of the students
chose to agree, with a total of 49 students (40.2%). Followed by strongly agree
24
with 43 students (35.2%), undecided 22 students (18.0%), 6 students (4.9 %)
choose disagree. Only 2 student (1.6%) choose strongly disagree. The data shows
that the majority of the students have a positive perspective in the use of new
vocabulary from sentences presented from interactive games.
Tabel 4.1.1.8 “I made a new vocabulary list and wrote the translation in
Indonesian”

2 Agree 38 31,1 %
3 Neutral 19 15,6 %
4 Disagree 8 6,6 %
Total 122 100%
The following result shows that 51 students (41,8%) choose strongly agree
that students made a new vocabulary list and wrote the translation in Indonesian.
38 students (31.1 %) choose agree , and 19 students (15.6 %) feel undecided. 8
students (6.6%) choose disagree and only 6 students (4,9 %) choose strongly
disagree.
Tabel 4.1.1.9 “I recorded a new vocabulary from what I saw in interactive
games”

2 Agree 46 37,7 %
3 Neutral 16 13,1 %
4 Disagree 9 7,4 %
Total 122 100%
The nineth statement from this aspect is "I recorded a new vocabulary
from what I saw in interactive games " from 122 students, students 7 (5.7%) chose
25
strongly disagree, 9 students ( 7.4 %) chose disagree, 16 students (13.1 %) choose
undecided. Most of the students chose agree with 46 (37.7 %) answers as the total
and 44 students (36.1 %) chose strongly agree.
Tabel 4.1.1.10 “I learned new vocabulary from interactive games”

2 Agree 38 31,1 %
3 Neutral 9 7,4 %
4 Disagree 8 6,6 %
Total 122 100%
The following statement is about learning new vocabulary from interactive

games. from 122 students, 8 students (6.6%) was disaagre of them and none of
the students chose strongly disagree, 9 students (7.4%) choose undecided. Most of
the students feel the statement strongly agrees , with 67 students (54,9%). The
next following agrees with a total of 38 students (31.1%).
Tabel 4.1.1.11 “I am looking for new vocabulary meanings using an
electronic dictionary when playing interactive games”

2 Agree 45 36,9 %
3 Neutral 10 8,2 %
4 Disagree 7 5,7 %
Total 122 100%
The majority answer for the eleventh statement is "strongly agree" with a
total of 54 students (44.3%) choosing it. It shows that students feel interested in
looking for new vocabulary meanings using an electronic dictionary when playing
26
interactive games. Furthermore, 45 students (36.9%) think it was agree of them,
and 10 students choose undecided . The next following disagree with the total 7
students (5.7 %). Only 6 students (4.9%) chose it was strongly disagreed with
them.
Tabel 4.1.1.12 “I made a plan to learn new vocabulary through interactive
games”

2 Agree 44 36,1 %
3 Neutral 16 13,1 %
4 Disagree 7 5,7 %
Total 122 100%
The last statement in this aspect shows that 53 students (43.4%) made a
plan to learn new vocabulary through interactive games. 44 respondents (36.1%)
choose agree and 16 students (13.1%) are undecided. Furthermore, 7 students
(5.7 %) disagree with the statement. Lastly, only 2 students (1.6%) was strongly
disagree.
4.1.2 Based on Application

The last aspect is perception towards the application; it consists of
eighteen items to find students' experiences and perspectives during the teaching
and learning process. Questions in this aspect are to obtain information regarding
the environments and preferences of the material. The questionnaire results of
students' perception towards the application presented in the table below.
Tabel 4.2.1.1 “I think this activity give me lots of benefits”

2 Agree 38 31,1 %
3 Neutral 10 8,2 %
27
4 Disagree 2 1,6 %
5 Strongly Disagree 2 1,6%
Total 122 100%
The first statement is about whether interactive games are beneficial. Most
of the students answered that it was strongly agree with 70 students (57.4%). The
second most chosen answer is agree with a total of 38 students (31.1%). There
were 10 students (8.2%) who stated they were undecided. The rest of 2 students
(1.6%) feel they disagree with the statement and 2 students (1.6%) choose
strongly agree. The majority of responses were positive.
Tabel 4.2.1.2 “I prefer to learn vocabulary this way compared to using books
or paper”

2 Agree 41 33,6 %
3 Neutral 21 17,2 %
4 Disagree 6 4,9 %
Total 122 100%
The following statement is the use of interactive games compared to books

or paper. from 122 students, most of them chose strongly agree with 51 students
(41.8%), 41 students (33.6%) chose agree of me and this indicates that students
prefer to use interactive games to learn vocabulary compared to using paper or
books. There are 21 students (17.2%) who slightly feel undecided, and 6 students
(4.9%) chose disagree, 3 students (2.5%) it was strongly disagree. The majority of
responses are positive.
Tabel 4.2.1.3 “I am very interested in using interactive games for learning in
the future”
28
2 Agree 30 24,6 %
3 Neutral 18 14,8 %
4 Disagree 6 4,9 %
Total 122 100%
The third statement is, "I am very interested in using interactive games for
learning in the future." This statement gathered that students 63 (51.6%) answered
strongly agree. 30 respondents (24. 6%) feel it was agree, and 18 students
(14.8%) are undecided.Lastly, 6 respondents (4,9 %) answered disagree, only one
5 students (4,1%) choose strongly disagree.
Tabel 4.2.1.4 “The use of interactive games makes the learning of vocabulary
more interesting”

2 Agree 40 32,8 %
3 Neutral 10 8,2 %
4 Disagree 3 2,5 %
Total 122 100%
The fourth statement is about whether an interactive game is interesting or

not. Most of the students answered that it was strongly agree with 68 students
(55.7%). The second most chosen answer is agree with a total of 40 students
(32.8%) and 10 students (8.2 %) feel undecided. There were 3 students (2.5%)
choose disagree and only 1 student (0.8 %) who stated they were not interested at
all to use interactive game learning vocabulary activities.
Tabel 4.2.1.5 “I can learn according my own paced and sequence”
29
2 Agree 45 36,9 %
3 Neutral 20 16,4 %
4 Disagree 8 6,6 %
Total 122 100%
The fifth statement in this aspect is about using interactive games, students
can learn according to their own steps and sequences. Most of the students
answered strongly agree and agree with the same score, 45 students (36.9%).They
were followed by undecided with 20 students (16.4%), answered disagree 8
students (6,6 %). Only 4 students (3.3%) felt strongly disagree. The data collected
shows a positive perspective on the continued use of interactive games for
learning English vocabulary.
Tabel 4.2.1.6 “It is more flexible for me to determine my own learning time”

2 Agree 32 26,2 %
3 Neutral 23 18,9 %
4 Disagree 4 3,3 %
Total 122 100%
The other statement in this aspect is about the use of flexible interactive
games for students to determine learning time. The table above shows that only 1
student (0.8%) said strongly disagree with the statement, and 4 students (3.3 %)
answered disagree. They were followed by undecided with 23 students (18.9%)
and 32 students (26.2%) choosing to agree with the statement. The highest chosen
answer was strongly agreed, with a total of 62 students (50.8%). It can be
30
concluded that most of the students can learn English vocabulary by using
interactive games flexibly.
Tabel 4.2.1.7 “These interactive games help me to think critically”

2 Agree 54 44,3 %
3 Neutral 20 16,4 %
4 Disagree 4 3,3 %
Total 122 100%
The seventh statement was about the use of interactive games to help
students to think critically. Most of the students who answered agreed with the
statement with a total of 54 students (44.3 %) and 43 students (35,2 %) choosing
the answer strongly agree. 20 students (16.4 %) felt undecided with the statement
and 4 students (3,3 %) answered disagree. Only 1 student (0.8%) chose strongly
disagree.
Tabel 4.2.1.8 “It is worth to try using interactive games for learning in
future”

2 Agree 47 38,5 %
`1 Neutral 16 13,1%
4 Disagree 3 2,5 %
Total 122 100%
The following result shows that 54 students (44.3%) stated it was strongly
agree to try to use interactive games for future learning . 47 students (38.5 %) said
it is agree of them, and 16 students (13.1%) feel undecided with the statement. 3
31
student (2.5 %) answered disagree and only 12 students (1.6 %) didn't want to try
to use interactive games for future learning.
Tabel 4.2.1.9 “Looking for the answer of questions given is an encouraging
activities”

2 Agree 46 37,7 %
`1 Neutral 7 5,7 %
4 Disagree 3 2,5 %
Total 122 100%
The ninth statement from this aspect is "Looking for the answer of
questions given is an encouraging activities'' this statement indicates that among
122 students, there are 66 students (54.1 %) chose strongly agree, 46 students
(37.7%) chose agree, 7 students (5.7%) choose undecided, only 3 student (2.5%)
choose disagree, none students chose strongly disagree. Thus, By looking at the
data percentages above, we can conclude that most of the students agree with the
statement because the students are very active so that they can analyze or
improve students' vocabulary mastery using media.
Tabel 4.2.1.10 “These interactive games challenge my understanding of the

new vocabulary”

2 Agree 54 44,3 %
`1 Neutral 11 9,0 %
4 Disagree 2 1,6 %
Total 122 100%
32
The other statement in this aspect is about the use of interactive games to
challenge the students' understanding of the new vocabulary. From 122 students ,
55 students (45.1%) chose strongly agree, 54 students (44.3 %) chose agree, 11
students (9%) chose undecided, only 2 students (1.6 %) chose disagree and none
students chose strongly disagree. Thus, By looking at the data percentage above,
we can conclude that most students disagree and strongly disagree because
students feel challenged in understanding of new vocabulary by using interactive
games.
Tabel 4.2.1.11 “Menus available in the games are easy to understand”

2 Agree 45 36,9 %
`1 Neutral 16 13,1 %
4 Disagree 3 2,5 %
Total 122 100%
The eleventh statement is about Menus available in the games are easy to
understand . Most of the students answered strongly agree with 57 students
(46.7%). The second most chosen answer is agree with a total of 45 students
(36.9 %). There were 16 students (13.1%) feeling undecided. 3 students (2.5 %)
and only 1 student (0.8 %) they feel menus not available in the games are easy to
understand . The majority of responses were positive.
Tabel 4.2.1.12 “Navigations and interactions are easy to use”

2 Agree 42 34,4 %
`1 Neutral 21 17,2 %
33
4 Disagree 5 4,1 %
Total 122 100%
The following result shows that students 54 (44.3%) stated it was strongly
agree that Navigations and interactions are easy to use. 42 students (34.4%) said it
is agree with them, and 21 students (17.4%) feel undecided. None of the students
choose strongly disagree and only 5 students (4.1%) didn't feel the navigations
and interactions are easy to use.
Tabel 4.2.1.13 “Multimedia elements in the interactive games are interesting”

1 Strongly Agree 61 50 %
2 Agree 36 29,5 %
`1 Neutral 23 18,9 %
4 Disagree 2 1,6 %
Total 122 100%
The other statement in this aspect is about the Multimedia elements in the
interactive games are interesting. This statement gathered that 61 students (50%)
answered strongly agree. 36 respondents (29.5%) feel it was agree, and 23
students (18.9%) are undecided, none of the students strongly agree. Lastly, only
two students (1.6%) did not feel multimedia elements in the interactive games
were interesting.
Tabel 4.2.1.14 “I just need a very short time to know how the interactive
game
is functioning”

34
2 Agree 50 41 %
`1 Neutral 23 18,9 %
4 Disagree 7 5,7 %
Total 122 100%
The majority answer for the fourteenth statement is "agree" with a total of
50 students (41.0%) chose it. It shows that students just need a very short time to
know how the interactive game is functioning. Furthermore, 40 students (32,8 %)
think it was strongly agree and 23 students (18.9 %) choose undecided. 7
students (5.7 %) answered disagree. Only 2 students (1.6%) chose it was strongly
agree.
Tabel 4.2.1.15 “The use of color and design layout in the interactive games
are
interesting”

2 Agree 37 30,3 %
`1 Neutral 8 6,6 %
4 Disagree 1 0,8 %
Total 122 100%
The fifteenth statement, "The use of color and design layout in the
interactive games are," from 122 students, only 1 students (0.8%) chose disagree
and none students chose strongly disagree. 8 students (6.6%) choose undecided,
and 37 students (30.3%) chose agree with the statement. Most of the students
chose of strongly agree with 76 (62.3%) answers as the total.
Tabel 4.2.1.16 “I wish I have more opportunities to learn using this
interactive
game approach”
35
2 Agree 36 29,5 %
`1 Neutral 15 12,3 %
4 Disagree 3 2,5 %
Total 122 100%
The other statement in this aspect is students have more opportunities to

learn using this interactive game approach. Most of the students feel strongly
agree with them with a total 67 students (54,9%). They were followed by agree
with 36 students (29.5%), undecided 15 students (12.3%) and 3 students (2.5 %)
answered disagree with the statement . Only 1 students (0.8%) chose strongly
disagree to have more opportunities to learn using this interactive game approach.
The data collected shows a positive perspective on the continued use of interactive
games for learning English vocabulary.
Tabel 4.2.1.17 “I prefer using interactive games to learn vocabulary
compared
to traditional methods in class”

1 Strongly Agree 44 36,1%
2 Agree 42 34,4 %
`1 Neutral 23 18,9 %
4 Disagree 6 4,9 %
Total 122 100%
The following result shows that 44 students (36.1%) stated it was strongly
agree that students prefer using interactive games to learn vocabulary compared to
traditional methods in class. 42 students (34.4%) said it is agree with them, and 23
36
students (18.9%) feel undecided. 6 students (4.9%) chose disagree and 7 students
(5.7 %) prefer using traditional methods in class.
Tabel 4.2.1.18 “I wish interactive games will be available online for easy
access”

2 Agree 34 27,9 %
`1 Neutral 9 7,4 %
4 Disagree 2 1,6 %
Total 122 100%
The last statement is, "I wish interactive games will be available online for
easy access." This statement gathered that 75 students (61.5%) answered strongly
agree. 34 respondents (27.9%) feel it was agree. 9 students (7.4%) are undecided
and 2 students (1.6%) answered disagree. Lastly, only two students (1.6%) choose
strongly disagree with the statement.
4.2 Discussion
This part presents the discussion based on the results gained from data
collecting and answering the research question in this research.
Three factors affected student's perceptions according to Walgianto (1990)
first one was object perceived, interactive games were an external factor that
became the object of perception. There are so many elements that can influence
students' perspective during the learning process and affect how they received it.
The second was sensory organs, nerves, and the central nervous system; students
got a lot of material, discussion topics and information through their five senses.
Those influences and complement students’ action to give meaning to the
surrounding or feedback. Interpretation of each student might be different because
their capability was not the same. The last was attention; energy was needed from
the students to focus on physical form and existing facilities on an object. Energy
37
in each student was also different from each other and this affected the perception
later.
Hence, more explanation of the data will be explained in detail in the
discussion below. The discussion is divided into two parts and connected to the
literature review stated in chapter 2.
4.2.1 Based on Material
The findings indicated that it potentially provides significant benefits for
the students in understanding English. Materials that interactive games give have
impacted their vocabulary learning. Furthermore, most students chose strongly
agree and agree that the material is accessible and improved their components and
skill in English learning, especially vocabulary. Several researchers have
conducted and found that the use of online game media in learning English helps
students to improve their English vocabulary in an effective and fun way
(Mafulah & Haryanto 2017) & (Yelia & Efriza, 2020). In conclusion, most
students agree with all the statements mentioned above
4.2.2 Based on Application
Based on the data analysis, the mean score of students’ perceptions on the
use of Word Search Game strategy in learning English vocabulary was 76,3 % of
students had a positive perception. The finding also showed that students had a
positive perspective towards Interactive games as the platform to learn English
vocabulary because the game can help students increase their language. It is
related to Shutterland (2009) states that interactive games are one of the top games
that are great for students to memorize and increase vocabulary. The students’
positive response related to Robbins (2003) states that positive perception stems
from an individual’s satisfaction with a specific object, which becomes their
source perception, and the individual’s knowledge and experience with the entity
perceived. The theory above shows that the students feel satisfied with using
Interactive Games in learning English vocabulary.
This research is supported by Ni’matwati (2021). She concluded that
based on the analysis and discussion of students’ perceptions of learning
vocabulary through interactive games, it had been discovered that students
interested in learning English vocabulary learn enthusiastically. The students had
38
a positive perception in learning vocabulary by using a game. Naibaho and
Ambrosia (2015) also conclude that most of the participants reported that playing
the guessing game helped them learn new vocabulary. The data on students’
interest in a guessing game used for vocabulary enrichment shows that most of the
students had a positive perception of learning vocabulary by playing a game.
Based on the results of previous research, this study has similarities because
students have a positive perception of using an interactive game as a strategy in
learning English vocabulary.
Therefore, the researcher concluded that the seven graders of SMPN 1
Singgosari had a positive perception of using interactive games in learning
English vocabulary. They agreed that the interactive Game
could help them memorize and pronounce ten words after playing the game. Most
students also decided that interactive game could increase their vocabulary
because
The game is interesting, and they could be enthusiastic about learning new words.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusions and suggestions that might be useful for
the next researcher and language teacher.
5. 1 Conclusion
The purpose of this research was to know the perception toward interactive
games to improve the vocabulary of seven graders of SMPN 1 Singgosari from
two frameworks. Based on the analysis conveyed, it can be concluded that
responses were positive to all frameworks thus their satisfaction and experiment
were good. Those findings contribute to the current situation where the students
and teacher can hold a teaching-learning process through the use of the
application and most of the students are able and understand to use online games.
Future exploration into language learning using interactive games for students
39
could be useful for finding further perspective and additional on the reason behind
the trends. To better understand the implications of these results, future studies
could interview the teachers to know the opposite point of view. This also could
be a consideration for the language instructor/tutor/teacher to see trends in
learning with application and how the students reacted to this kind of learning.
5.2 Suggestion
This research only focused on the perception of Interactive games in
general from the seven graders. For the next researcher, the researcher hopes that
language teachers can decide and choose which learning style matches their
students, enhancing their skills and understanding of language. In conclusion, this
research was done to shed light on interactive games in discussing several matters.
For future researchers, more extensive and various participants can be an
option to investigate learning English via Interactive games. To ensure reliability,
a longer duration of research is highly recommended. In addition, the next
researcher could also focus on conducting detailed skill learning using interactive
games in junior high school.
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45
APPENDICS
46
APPENDIX 1
INFORMED CONSENT & QUESTIONNAIRE

QUESTIONNAIRE OF STUDENTS’ PERCEPTIONS TOWARD
INTERACTIVE GAME IN ENHANCING VOCABULARY
Salam,
Anda diundang untuk berpartisipasi dalam survei online berbasis web tentang
proyek penelitian sarjana dengan judul “Students’ Perceptions Toward Interactive
Game in Enhancing Vocabulary” Ini adalah proyek penelitian yang dilakukan
oleh Antrika Ayu Wulandari dari Program Studi Pendidikan Bahasa Inggris,
Universitas Brawijaya. Diperlukan waktu sekitar 10- 15 menit untuk
menyelesaikannya.
Manfaat
Anda tidak akan menerima manfaat langsung dari berpartisipasi dalam studi
penelitian ini. Namun, tanggapan Anda dapat membantu kami mempelajari lebih
lanjut tentang Perspektif menggunakan interaktif game untuk pembelajaran kosa
kata bahasa inggris
Resiko
47
Tidak ada risiko yang dapat diperkirakan yang terlibat dalam berpartisipasi dalam
penelitian ini selain yang dihadapi dalam kehidupan sehari-hari.
Kerahasiaan
Jawaban survei Anda akan dikirim ke tautan di http://docs.google.com/forms di
mana datanya akan disimpan dalam format elektronik yang dilindungi sandi.
Google Formulir tidak mengumpulkan informasi identitas seperti nama, alamat
email, atau alamat IP Anda. Oleh karena itu, tanggapan Anda akan tetap anonim.
Tidak seorang pun akan dapat mengidentifikasi Anda atau jawaban Anda, dan
tidak ada yang akan tahu apakah Anda berpartisipasi dalam studi atau tidak.
Kontak
Jika Anda memiliki pertanyaan kapan saja tentang studi atau prosedur, Anda
dapat menghubungi penulis, Antrika melalui Whatsapp di 085791199576 atau
email Antrikaayu_21@student.ub.ac.id
Persetujuan Elektronik
Pilih pilihan Anda di bawah ini. Anda dapat mencetak salinan formulir
persetujuan ini untuk catatan Anda. Mengklik tombol "Setuju" menunjukkan hal
itu
▪ Anda telah membaca informasi di atas
▪ Setuju
Penelitian ini bertujuan untuk mengetahui persepsi siswa tentang belajar kosa kata
bahasa inggris melalui game interaktif.
ARAH:
Kuesioner akan dibagi menjadi 2 bagian dengan total 30 pertanyaan. Tanggapan
Anda akan dirahasiakan dan tidak akan pernah dikaitkan dengan Anda secara
pribadi
BAGIAN 1: BIODATA
48
BAGIAN 2:
Pada bagian ini Anda akan menjawab 30 pernyataan tentang persepsi Anda
terhadap interaktif game sebagai alat untuk belajar bahasa khususnya kosakata
dalam bahasa inggris. Bagian ini akan menggunakan Skala Likert untuk
jawabannya:
1 = Sangat tidak setuju tentang saya
2 = Tidak setuju tentang saya
3 = Bimbang tentang saya

4 = setuju tentang saya
5 = Sangat Benar tentang Saya
Dimension Sub- Number Question Question Answer

Dimensio Type
n
Background Student’s 1. Group Group Chosen
Information biodata 2. Number Number and short
answer
1. I understand Saya 5 Likert
the meaning memahami arti scale
of new dari kosakata (Strongly
vocabulary baru dengan Agree-
49
by guessing cara menebak Strongly
the meaning arti kata Disagree)
of the word tersebut sesuai
according to dengan
the context in konteks di
the dalam
interactive permainan
game interaktif.
Students’ Toward
2. I understand Saya
perception contents /
the meaning memahami arti
material
of new kosakata baru
vocabulary saat bermain
when playing game
interactive interaktif
games.
3. I made a new Saya membuat
vocabulary daftar
list when kosakata baru
playing saat bermain
interactive game
games interaktif
4. I remember Saya
the new mengingat
vocabulary kosakata baru
by finding dengan
synonyms menemukan
from the sinonim dari
word when kata tersebut
playing saat bermain
interactive game
game interaktif
50
5. I remember Saya ingat
new kosakata baru
vocabulary saat bermain
when playing game interakif
interactive dengan
games by mengeja
spelling
6. It will be Saya lebih
easier for me mudah
to master the menguasai
new kosakata baru
vocabulary saat melihat
when I see gambar dalam
images in the game
game
7. I use new Saya

vocabulary in menggunakan
sentences kosa-kata baru
presented dari kalimat
from yang di sajikan
interactive dari game
games interaktif
8. I made a new Saya membuat
vocabulary daftar
list and wrote kosakata baru
the dan menulis
translation in terjemahannya
Indonesian dalam bahasa
Indonesia
51
9. I recorded a Saya mencatat
new kosakata baru
vocabulary dari apa yang
from what I saya lihat di
saw in game
games
10. I learned new Saya belajar
vocabulary kosakata baru
from dari game
games
11. I am looking Saya mencari
for new makna kosa
vocabulary kata baru
meanings menggunakan
using an kamus
electronic elektronik saat
dictionary bermain game
when playing interaktif
interactive
games
12. I made a plan Saya membuat
to learn new rencana untuk
vocabulary mempelajari
through kosakata baru
interactive melalui game
games interaktif
13. I think this Menurut saya
activity give kegiatan ini
me lots of memberi saya
benefits banyak
52
manfaat
14. I prefer to Saya lebih
learn suka belajar
vocabulary kosakata
this way dengan cara
compared to ini
using books dibandingkan
or paper dengan
Students Toward menggunakan
percepion aplication buku atau

kertas
15. I am very Saya sangat
interested in tertarik
using menggunakan
interactive game
games for interaktif
learning in untuk
the future pembelajaran
di masa depan
16. The use of Penggunaan
games makes interaktif
the learning membuat
of vocabulary belajar
more kosakata lebih
interesting menarik
17. I can learn Saya bisa
according my belajar
own paced menurut
and sequence. tempo dan
urutan saya
sendiri.
53
18. It is more Lebih fleksibel
flexible for bagi saya
me to untuk
determine my menentukan
own learning waktu belajar
time saya sendiri
19. These Permainan
interactive interaktif ini
games help membantu
me to think saya untuk
critically berpikir kritis
20. It is worth to Ada baiknya
try using mencoba
interactive menggunakan
games for permainan
learning in interaktif
future untuk
pembelajaran
di masa depan
21. Looking for Mencari
the answer of jawaban dari
questions pertanyaan
given is an yang diberikan
encouraging merupakan
activities kegiatan yang
menyenangkan
22. These Permainan
interactive interaktif ini
games menantang
challenge my pemahaman
understandin saya tentang
g of the new kosa kata baru
54
vocabulary
23. Menus Menu yang
available in tersedia dalam
the games are permainan
easy to mudah
understand dimengerti
24. Navigations Navigasi dan
and interaksi
interactions mudah
are easy to digunakan
use
25. Multimedia Unsur-unsur
elements in multimedia
the dalam
games are interaktif itu
interesting menarik
26. I just need a Saya hanya
very short perlu waktu
time to know yang sangat
how the singkat untuk
interactive mengetahui
game is bagaimana
functioning permainan
berfungsi
27. The use of Penggunaan
color and warna dan tata
design layout letak desain
in the dalam
games are interaktif itu
interesting menarik
55
28. I wish I have Saya berharap
more saya memiliki
opportunities lebih banyak
to learn using kesempatan
this untuk belajar
interactive menggunakan
game pendekatan
approach permainan
interaktif ini
29. I prefer using Saya lebih
interactive suka
games to menggunakan
learn permainan
vocabulary interaktif
compared to untuk belajar
traditional kosakata
methods in dibandingkan
class dengan
metode
tradisional di
kelas
30. I wish Saya berharap
games will be interaktif akan
available tersedia secara
online for online untuk
easy access akses yang
mudah
56
APPENDIX 2
The Expert Validation for the Instrument (Questionnaire)
57
APPENDIX 3
Validity and Reliability Test Result
58
Questionner Items R Value R Table
X1 0,451 0,178
X2 0,553 0,178
X3 0,674 0,178
X4 0,739 0,178
X5 0,622 0,178
X6 0,539 0,178
X7 0,681 0,178
X8 0,663 0,178
X9 0,647 0,178
X10 0,636 0,178
X11 0,652 0,178
X12 0,709 0,178
X13 0,639 0,178
X14 0,656 0,178
X15 0,648 0,178
X16 0,679 0,178
X17 0,665 0,178
X18 0,508 0,178
X19 0,583 0,178
X20 0,665 0,178
X21 0,472 0,178
X22 0,739 0,178
X23 0,645 0,178
X24 0,624 0,178
X25 0,738 0,178
X26 0,612 0,178
X27 0,651 0,178
X28 0,690 0,178
X29 0,586 0,178
X30 0,604 0,178
59
Validity Significant Explanatio
Variable Questionnaire Value Value n
Item 1 ,451** 0,000 Significant
Toward Item 6 ,539** 0,000 Significant
Content Item 7 ,681** 0,000 Significant
Toward Item 13 ,639** 0,000 Significant
Applicatio Item 14 ,656** 0,000 Significant
n Item 15 ,648** 0,000 Significant
60
Reliability
Statistics
Cronbach' N of
s Alpha Items
0,863 12
Reliability
Statistics
Cronbach' N of
s Alpha Items
0,909 18
61
APPENDIX 4
Results of the Questionnaire
62
63
64
65
APPENDIX 5
SPSS Calculation
Frequencies
N Valid 122
Missing 0
Minimum 1
Maximum 5
Frequency Table
Item 1
Valid
Frequenc Percen Percen Cumulativ
y t t e Percent
Valid Disagree 2 1,6 1,6 1,6
Undecided 21 17,2 17,2 18,9
Agree 60 49,2 49,2 68,0
Strongly 39 32,0 32,0 100,0
Agree
Total 122 100,0 100,0
Item 2
Valid
y t t e Percent
Valid Strongly 2 1,6 1,6 1,6
Disagree
66
Disagree 6 4,9 4,9 6,6
Undecided 12 9,8 9,8 16,4
Agree 46 37,7 37,7 54,1
Strongly 56 45,9 45,9 100,0
Agree
Total 122 100,0 100,0
Item 3
Valid
y t t e Percent
Disagree
Disagree 12 9,8 9,8 13,1
Undecided 22 18,0 18,0 31,1
Agree 50 41,0 41,0 72,1
Strongly 34 27,9 27,9 100,0
Agree
Total 122 100,0 100,0
Item 4
Valid
y t t e Percent
Disagree
Disagree 7 5,7 5,7 7,4
Undecided 23 18,9 18,9 26,2
Agree 42 34,4 34,4 60,7
Strongly 48 39,3 39,3 100,0
Agree
Total 122 100,0 100,0
67
Item 5
Valid
y t t e Percent
Disagree
Disagree 6 4,9 4,9 9,8
Undecided 23 18,9 18,9 28,7
Agree 41 33,6 33,6 62,3
Strongly 46 37,7 37,7 100,0
Agree
Total 122 100,0 100,0
Item 6
Valid
y t t e Percent
Disagree
Disagree 4 3,3 3,3 4,9
Undecided 14 11,5 11,5 16,4
Agree 38 31,1 31,1 47,5
Strongly 64 52,5 52,5 100,0
Agree
Total 122 100,0 100,0
Item 7
Valid
y t t e Percent
68
Disagree
Disagree 6 4,9 4,9 6,6
Undecided 22 18,0 18,0 24,6
Agree 49 40,2 40,2 64,8
Strongly 43 35,2 35,2 100,0
Agree
Total 122 100,0 100,0
Item 8
Valid
y t t e Percent
Disagree
Disagree 8 6,6 6,6 11,5
Undecided 19 15,6 15,6 27,0
Agree 38 31,1 31,1 58,2
Strongly 51 41,8 41,8 100,0
Agree
Total 122 100,0 100,0
Item 9
Valid
y t t e Percent
Disagree
Disagree 9 7,4 7,4 13,1
69
Undecided 16 13,1 13,1 26,2
Agree 46 37,7 37,7 63,9
Strongly 44 36,1 36,1 100,0
Agree
Total 122 100,0 100,0
Item 10
Valid
y t t e Percent
Undecided 9 7,4 7,4 13,9
Agree 38 31,1 31,1 45,1
Strongly 67 54,9 54,9 100,0
Agree
Total 122 100,0 100,0
Item 11
Valid
y t t e Percent
Disagree
Disagree 7 5,7 5,7 10,7
Undecided 10 8,2 8,2 18,9
Agree 45 36,9 36,9 55,7
Strongly 54 44,3 44,3 100,0
Agree
Total 122 100,0 100,0
Item 12
Frequenc Percen Valid Cumulativ
70
Percen
y t t e Percent
Disagree
Disagree 7 5,7 5,7 7,4
Undecided 16 13,1 13,1 20,5
Agree 44 36,1 36,1 56,6
Strongly 53 43,4 43,4 100,0
Agree
Total 122 100,0 100,0
Item 13
Valid
y t t e Percent
Disagree
Disagree 2 1,6 1,6 3,3
Undecided 10 8,2 8,2 11,5
Agree 38 31,1 31,1 42,6
Strongly 70 57,4 57,4 100,0
Agree
Total 122 100,0 100,0
Item 14
Valid
y t t e Percent
Disagree
Disagree 6 4,9 4,9 7,4
Undecided 21 17,2 17,2 24,6
71
Agree 41 33,6 33,6 58,2
Strongly 51 41,8 41,8 100,0
Agree
Total 122 100,0 100,0
Item 15
Valid
y t t e Percent
Disagree
Disagree 6 4,9 4,9 9,0
Undecided 18 14,8 14,8 23,8
Agree 30 24,6 24,6 48,4
Strongly 63 51,6 51,6 100,0
Agree
Total 122 100,0 100,0
Item 16
Valid
y t t e Percent
Disagree
Disagree 3 2,5 2,5 3,3
Undecided 10 8,2 8,2 11,5
Agree 40 32,8 32,8 44,3
Strongly 68 55,7 55,7 100,0
Agree
Total 122 100,0 100,0
Item 17
72
Valid
y t t e Percent
Disagree
Disagree 8 6,6 6,6 9,8
Undecided 20 16,4 16,4 26,2
Agree 45 36,9 36,9 63,1
Strongly 45 36,9 36,9 100,0
Agree
Total 122 100,0 100,0
Item 18
Valid
y t t e Percent
Disagree
Disagree 4 3,3 3,3 4,1
Undecided 23 18,9 18,9 23,0
Agree 32 26,2 26,2 49,2
Strongly 62 50,8 50,8 100,0
Agree
Total 122 100,0 100,0
Item 19
Valid
y t t e Percent
Disagree
Disagree 4 3,3 3,3 4,1
73
Undecided 20 16,4 16,4 20,5
Agree 54 44,3 44,3 64,8
Strongly 43 35,2 35,2 100,0
Agree
Total 122 100,0 100,0
Item 20
Valid
y t t e Percent
Disagree
Disagree 3 2,5 2,5 4,1
Undecided 16 13,1 13,1 17,2
Agree 47 38,5 38,5 55,7
Strongly 54 44,3 44,3 100,0
Agree
Total 122 100,0 100,0
Item 21
Valid
y t t e Percent
Undecided 7 5,7 5,7 8,2
Agree 46 37,7 37,7 45,9
Strongly 66 54,1 54,1 100,0
Agree
Total 122 100,0 100,0
Item 22
74
Percen
y t t e Percent
Undecided 11 9,0 9,0 10,7
Agree 54 44,3 44,3 54,9
Strongly 55 45,1 45,1 100,0
Agree
Total 122 100,0 100,0
Item 23
Valid
y t t e Percent
Disagree
Disagree 3 2,5 2,5 3,3
Undecided 16 13,1 13,1 16,4
Agree 45 36,9 36,9 53,3
Strongly 57 46,7 46,7 100,0
Agree
Total 122 100,0 100,0
Item 24
Valid
y t t e Percent
Undecided 21 17,2 17,2 21,3
Agree 42 34,4 34,4 55,7
Strongly 54 44,3 44,3 100,0
Agree
Total 122 100,0 100,0
75
Item 25
Valid
y t t e Percent
Undecided 23 18,9 18,9 20,5
Agree 36 29,5 29,5 50,0
Strongly 61 50,0 50,0 100,0
Agree
Total 122 100,0 100,0
Item 26
Valid
y t t e Percent
Disagree
Disagree 7 5,7 5,7 7,4
Undecided 23 18,9 18,9 26,2
Agree 50 41,0 41,0 67,2
Strongly 40 32,8 32,8 100,0
Agree
Total 122 100,0 100,0
Item 27
Valid
y t t e Percent
Undecided 8 6,6 6,6 7,4
Agree 37 30,3 30,3 37,7
76
Strongly 76 62,3 62,3 100,0
Agree
Total 122 100,0 100,0
Item 28
Valid
y t t e Percent
Disagree
Disagree 3 2,5 2,5 3,3
Undecided 15 12,3 12,3 15,6
Agree 36 29,5 29,5 45,1
Strongly 67 54,9 54,9 100,0
Agree
Total 122 100,0 100,0
Item 29
Valid
y t t e Percent
Disagree
Disagree 6 4,9 4,9 10,7
Undecided 23 18,9 18,9 29,5
Agree 42 34,4 34,4 63,9
Strongly 44 36,1 36,1 100,0
Agree
Total 122 100,0 100,0
Item 30
77
Percen
y t t e Percent
Disagree
Disagree 2 1,6 1,6 3,3
Undecided 9 7,4 7,4 10,7
Agree 34 27,9 27,9 38,5
Strongly 75 61,5 61,5 100,0
Agree
Total 122 100,0 100,0
78

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EFL STUDENTS’ PERCEPTIONS TOWARDS INTERACTIVE GAME

ENGLISH LANGUAGE EDUCATION PROGRAM

Name : Antrika Ayu Wulandari

Address : Jln. Harinjing No. 97 Dsn. Purworejo RT/RW 020/004, Ds.

Kepung, Kecamatan Kepung, Kabupaten Kediri, Jawa Timur

due acknowledgement, the work of any person

2. If at a later time it is found that this under graduate thesis is a product of

plagiarism, I am willing to accept any legal consequences that may be

imposed upon me.

Kediri, 27 September 2022

Antrika Ayu Wulandari

Dengan ini menyatakan bahwa skripsi sarjana berjudul EFL Students’

Tanggal Ujian: 20 Desember 2021

Pratnyawati Nuridi Suwarso., M.Li., Ketua/

Agus Ghozali , S.Pd., M.Li., Anggota/ Pembimbing

Wakil Dekan Bidang Akademik

Hamamah, M.Pd., Ph.D. NIP.

Examination Date (dd/mm/yyyy): 20/12/2021

Pratnyawati Nuridi Suwarso., M.Li., Chair/

Agus Ghozali , S.Pd., M.Li., Member/ Supervisor

Hamamah, M.Pd., Ph.D. NIP.

Antrika Ayu Wulandari

Wulandari, Antrika. 2022. EFL Students’ Perceptions Towards Interactive

1.1 Background of the research

1.2 Research Question

1.6 Definition of Key Terms

REVIEW OF RELATED LITERATURE

2.1 Definition Vocabulary

2.3 Teaching Vocabulary using Game

2.7 Student Perception in Teaching Learning Process

2.9 Gamification Learning Approach

The gamification is done by temporarily transforming the classroom into

2.10 Review Previous Studies

3.1 Research Design

3.2 Data and Source Data

3.3 Research Procedures

3.4 Research Instrument

3.5 Validity of the study

3.6 Reliability of the study

3.7 Data Analysis

questionnaire results are classified based on their categorization. The classified

result will be explained in the discussion and findings.

FINDING AND DISCUSSION

4.1.1 Based on Material

Tabel 4.1.1.1 “I understand the meaning of new vocabulary by guessing the

No Items Frequency Percentage (%)

No Items Frequency Percentage (%)

The second statement is about understanding the meaning of new vocabulary

No Items Frequency Percentage (%)

No Items Frequency Percentage (%)

The fourth statement is about remembering the new vocabulary by finding

No Items Frequency Percentage (%)

No Items Frequency Percentage (%)

No Items Frequency Percentage (%)

No Items Frequency Percentage (%)

No Items Frequency Percentage (%)

No Items Frequency Percentage (%)

The following statement is about learning new vocabulary from interactive

No Items Frequency Percentage (%)

No Items Frequency Percentage (%)

4.1.2 Based on Application

No Items Frequency Percentage (%)

No Items Frequency Percentage (%)