THE EFFECTIVENESS OF FEL APP ON STUDENT

ENGLISH VOCABULARY MASTERY

(an experiment on SMPI Parung, Grade VII 2023)
Reseach Proposal
The purpose of this proposal is to fulfill the final assignment of the academic writing
course.

Irfan Himmaturrafi - 11200140000052

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES
UIN SYARIF HIDAYATULLAH JAKARTA
2023
 Table Of Contents
Chapter I Introduction ...................................................................................................................1
1.1. Research Background ......................................................................................................1
1.2. Identification of the Problems .........................................................................................1
1.3. Limitation of the Study ....................................................................................................1
1.4. Research Question ............................................................................................................2
1.5. Objective of the Study ......................................................................................................2
1.6. Significance of the Study ..................................................................................................2
Chapter II Literature Review.........................................................................................................3
2.1. Mobile Technology in Education .....................................................................................3
2.1.1. The Integration of Educational Technology ...........................................................3
2.1.2. Educational Mobile Frameworks ............................................................................4
2.1.3. Use of Mobile Devices in Education ........................................................................5
2.2. English Fun Learning: Gamification Principles ............................................................6
2.2.1. The Concept, Essence, and Principles of Gamification ..........................................6
2.2.2. Gamification and Learning ......................................................................................7
2.3. Transformative Learning Processes ................................................................................9
2.3.1. Transforming Education ..........................................................................................9
2.3.2. Transformative Shifts in Learning ..........................................................................9
2.4. English Vocabulary Mastery .........................................................................................10
2.4.1. The Crucial Role of Vocabulary Mastery in English Education .........................10
2.4.2. The Importance of Learning Vocabulary .............................................................11
2.5. Learning Media: The Role of Educational Technology ...............................................12
2.5.1. Exploring the Impact of Mobile Applications in Education: Benefits,
Challenges, and the Role of Gamification .............................................................................12
2.5.2. Learning Vocabulary Using Gamification Tools ..................................................13
2.5.3. Mobile Games for Learning English .....................................................................14
2.5.4. Digitalization Trend in Education .........................................................................14
Chapter III METHOD ..................................................................................................................16
3.1. Research Design ..............................................................................................................16
3.2. Participant ......................................................................................................................16
3.3. Instrument ......................................................................................................................16

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 3.3.1. Close-ended questions ............................................................................................17
3.3.2. Open-ended questions ............................................................................................17
3.4. Data Collection and Analysis .........................................................................................18
3.4.1. Data Collection........................................................................................................18
3.4.2. Data Analysis ..........................................................................................................18
Bibliography ...................................................................................................................................19

II
Chapter I
Introduction
1.1. Research Background
English vocabulary acquisition is essential for pupils in rural locations to strengthen their
language skills. Nevertheless, numerous children residing in these regions face difficulties in
attaining an adequate vocabulary as a result of the insufficient focus on English language
instruction in their basic educational establishments. Conventional approaches to learning
new words are frequently seen as inefficient and tedious, resulting in challenges for these
learners. Mobile learning software, also known as apps, that specifically aim to enhance
vocabulary have become increasingly popular as a means of mobile-assisted language
learning. Research has indicated that tailored mobile applications guided by educators can
enhance students' scholastic achievements and educational results.

1.2. Identification of the Problems

The study primarily focuses on identifying the difficulties encountered by students
residing in rural locations in terms of acquiring an adequate English vocabulary. The primary
schools in these locations lack emphasis on English language instruction, leading to
challenges for the kids. The traditional approaches of vocabulary learning employed in these
educational institutions are frequently regarded as inefficient and tedious, exacerbating the
problem.
Although mobile learning resources are accessible, conventional language learning
approaches continue to demonstrate their efficacy. Nevertheless, it is crucial to revise
existing approaches to include contemporary breakthroughs in education. Novel
methodologies are required to enhance the acquisition of English lexicon among junior high
school pupils.
This study emphasizes the challenges faced by students in rural locations in learning
a sufficient English vocabulary. The insufficient prioritization of English language training
in their educational institutions, combined with poor and repetitive pedagogical approaches,
add to the issue. While old learning methods continue to be useful, it is necessary to
modernize them to integrate new educational breakthroughs. In order to improve the
acquisition of English vocabulary among junior high school pupils, it is essential to employ
innovative methods.

1.3. Limitation of the Study

It is crucial to recognize that this study has constraints. The study especially examines
the influence of gamification on the lexical proficiency of seventh-grade students at SMP
Parung in Bogor. Hence, the conclusions may not be relevant to kids at varying academic
levels or educational environments. When analyzing the outcomes of the study, it is essential
to take these considerations into account.

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Tackling the problem of insufficient language acquisition among pupils in rural

locations poses a substantial difficulty. It is crucial to note that this study specifically
examines the effects of gamification on the vocabulary abilities of seventh-grade students at
SMP Parung in Bogor.

1.4. Research Question

The research question guiding this study is: "What is the impact of using gamification
on the acquisition of English vocabulary skills among seventh-grade students at SMP Parung
in Bogor?" This question aims to investigate the specific effects of gamification on the
vocabulary acquisition process of seventh-grade students in a specific school and location.

1.5. Objective of the Study

The primary aim of the study is to examine the influence of the FEL App (Fun English
Learning App) on the vocabulary proficiency of seventh-grade students at SMP Parung in
Bogor. The study seeks to evaluate the app's efficacy in enhancing vocabulary acquisition
and propose a novel method for improving vocabulary skills. Additionally, it aims to offer
valuable insights and practical recommendations for educators and policymakers to
incorporate gamified learning approaches into their teaching methods. The primary objective
is to enhance the advancement of vocabulary acquisition techniques that are both captivating
and efficient, particularly for pupils residing in rural regions who encounter difficulties in
this domain.

1.6. Significance of the Study

The importance of this study resides in its capacity to offer useful insights into the
efficacy of employing gamification to enhance English vocabulary acquisition among
seventh-grade students at SMP Parung in Bogor. This study aims to investigate the influence
of gamification on vocabulary skills and enhance educational experiences through mobile
technology. The results of this research can aid in the creation of personalized and efficient
vocabulary learning methods, as well as foster a more enjoyable and effective learning
environment for students. This is of particular significance for students residing in rural
regions, as they may have restricted resources and limited opportunities for enhancing their
vocabulary. The findings of this study can provide valuable insights to educators and
policymakers in developing and executing effective and captivating techniques for
vocabulary acquisition.
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Chapter II
Literature Review

2.1. Mobile Technology in Education

2.1.1. The Integration of Educational Technology
The connection between education and technology is complexly interwoven.
Educational technology is a methodical approach to instruction that improves teaching and
learning by combining technological surroundings, educational theory, and pedagogical
practice. The discipline of Information and Communication Technology is transforming the
approach to teaching, especially in terms of knowledge transmission. Technological progress
enriches the educational process by facilitating greater participation, connectivity, and
community involvement. While some argue that teaching has become overly reliant on
technology (Pun, 2014), there is an increasing importance placed on learners' adoption of
educational technology. This aligns with the educational principle of social constructivism,
which advocates for the notion that students acquire information by actively constructing it
via their own experiences and interactions with others (Kaufman, 2004). The incorporation
of educational technology has significantly improved the process of teaching and learning by
merging technical settings, educational principles, and pedagogical methods. The advent of
Information and Communication Technology has fundamentally transformed the process of
knowledge dissemination, enabling greater participation, interconnectedness, and community
involvement. Although there are others who claim that there has been an excessive
dependence on technology, students are progressively adopting instructional technology, in
accordance with the ideas of social constructivism.

In order to stay abreast of progress in educational technologies, instructors must

modify their instructional approaches. Conventional education places emphasis on teachers
transmitting knowledge and encouraging its acceptability. Nevertheless, instructional
technology enables students to assume responsibility for their own learning. Thus, educators
should adopt constructivist ideologies and student-centered techniques to reshape teaching
methods, particularly in the realm of mobile technology-based education in the digital era.
Educators need to adjust to the progressions in educational technologies. Traditional
education places emphasis on instructional techniques (Priego & Liaw, 2021), where teachers
aim to convey knowledge and reaffirm its validity. However, educational technology
empowers students to take ownership of their learning (Ertmer et al., 2012). Hence, educators
must adopt constructivist philosophies and student-centered techniques to reform pedagogy,
specifically for mobile technology-based education in the digital era.
 4

2.1.2. Educational Mobile Frameworks

The pace of pedagogical breakthroughs continues to lag behind that of technical
innovation. Professionals, such as instructional designers and teachers, should have the
expertise and abilities to effectively employ and incorporate evolving mobile technologies
into their teaching techniques and instructional resources (Elaish et al., 2018). Elaish et al.
(2019) have developed a mobile gaming framework based on the principles of persuasive
technology. The standards incorporate a comprehensive set of 17 principles that have been
seamlessly integrated into the interfaces of the developed game. The framework has been
subjected to review and evaluation by experts. The necessity for educators in the field of
education to proficiently integrate emerging mobile technology into their instructional
approaches.
The domain of education has exhibited significant enthusiasm for mobile learning
applications, particularly in the realm of language acquisition. These programs provide a
flexible and captivating platform for students to actively engage with course materials and
improve their language competence. Mobile applications include features such as vocabulary
exercises, interactive lessons, and language competence assessments for the purpose of
language acquisition. Various studies have highlighted the benefits of mobile learning
applications in acquiring language skills, including increased motivation, engagement, and
enhanced access to learning resources.
The focus on mobile learning applications, namely in the realm of language
acquisition. These applications provide interactive platforms for students to actively
participate with course content and enhance their language proficiency. Research has
demonstrated the advantages of mobile learning applications, such as heightened motivation,
engagement, and availability of educational materials.
Mobile learning investigates the educational benefits of using mobile devices for
learning, as it can be easily adjusted to different situations, timeframes, subjects, persons,
and technologies (Gholizadeh et al., 2021). An examination exploring the utilitarian, hedonic,
and monetary incentives driving the utilization of mobile learning applications revealed that
users generally possess positive attitudes towards language learning apps. Moreover, the
study indicates that the most efficient learning strategies are likely to be obtained under the
guidance of educators (Gholizadeh et al., 2021). A distinct study examined the viewpoints of
Serbian students who are pursuing a major in English regarding the usefulness and
effectiveness of language learning software. The results revealed that students typically held
positive attitudes regarding language learning applications, although being aware of certain
limitations (Jerotijević Tišma, 2023).
This study explores the educational benefits of mobile learning and examines the
reasons for utilizing mobile learning applications. Users typically have positive attitudes
towards language learning applications and recommend that effective learning is more
probable when accompanied by the instruction of teachers. An independent study
investigates the viewpoints of Serbian students who are pursuing a degree in English,
 5

revealing their favorable opinions towards language learning applications but recognizing
specific limitations

2.1.3. Use of Mobile Devices in Education

According to the research conducted by Kukulska et al. (2011), students mostly use
mobile devices for educational purposes, socializing, entertainment, and work-related tasks.
Common applications in the field of education encompass various functionalities such as
immediate access to information and answers, reading digital books, listening to podcasts,
utilizing learning-oriented applications, educational videos, educational games, serious
games, accessing documents or document libraries, engaging in online lessons and tutorials,
attending live streamed lectures, accessing video clips or audio libraries, reading
asynchronous publications, and participating in virtual learning communities, among others
(Criollo-C & Luján-Mora, 2018; Sattler et al., 2010). These devices can also be used for less
common purposes such as creating educational materials, watching educational programs and
documentaries, recording presentations, taking pictures of reference books, interacting with
experts from different fields, writing blog posts, and participating in educational discussions
on social networks (Kukulska-Hulme et al., 2011). Language acquisition is a highly popular
endeavor among students (Hashemi et al., 2011). Cell phones have enhanced learning by
including features such as audio and video playback, GPS, sensors, and gyroscopes, making
it more convenient, accessible, versatile, and exciting (Criollo-C & Luján-Mora, 2019;
Hashemi et al., 2011). That students primarily utilize mobile devices for a diverse range of
activities, encompassing education, social interaction, entertainment, and work-related tasks.
Education applications encompass a wide range of activities, including accessing information
and electronic books, participating in online lessons, and engaging in virtual learning
communities. The incorporation of technology, such as augmented reality and virtual reality,
has enhanced the educational experience, increasing accessibility and adding excitement to
the process of learning.
The paragraph emphasizes the wide range of applications of mobile devices in
education, encompassing both typical functions such as information retrieval and less
conventional activities like blog participation or expert engagement. The pursuit of language
acquisition is widely popular, and the incorporation of audio, video playback, and other
functionalities has enhanced the portability and adaptability of learning. The inclusion of
augmented reality and virtual reality as pioneering techniques exemplifies the progression of
educational models through technological advancements.
In recent times, the educational model has been improved by the incorporation of
technology that enhances the process of teaching and learning. Augmented reality (AR) is an
advanced approach to mobile learning. This technique showcases digital information on
images captured by a mobile device (Bucea-Manea-Țoniş et al., 2020). Augmented reality
(AR) allows for the display of recorded data and three-dimensional (3D) graphics, thereby
converting educational settings into dynamic and innovative experiences. Virtual reality (VR)
 6

increases the learning experience by offering a completely immersive method of learning.

This attribute unquestionably improves the understanding of specific academic courses.
The integration of mobile devices in education presents several opportunities as well
as certain challenges (Hashemi et al., 2011). From an educational perspective, the main
challenge is to precisely identify the concepts that are most efficiently taught in a conventional
classroom environment, the concepts that are more suitable for learning outside of the
classroom, and how these two techniques can effectively coexist (Mierlus-Mazilu, 2010).
The paragraph delineates the potential advantages and challenges of incorporating mobile
devices in education. It presents the critical educational dilemma of finding the optimal
equilibrium between conventional classroom instruction and mobile learning. This
understanding underscores the necessity of a deliberate incorporation of technology into
education, while acknowledging the merits of each approach.
Mobile devices have become an integral part of the daily life of many persons,
especially the younger generation, serving many purposes such as communication, education,
and pleasure. Generation Z denotes the group of people born from 2000 to 2012 (Keengwe et
al., 2014). These individuals are classified as digital natives, exhibit a penchant for instant
gratification, receive enjoyment from social networks and Internet usage, have high self-
expectations, and face substantial pressure to attain success (Khaddage et al., 2016; Prensky,
2001). Because they have been exposed to the Internet and mobile devices since a young age,
they belong to a demographic that is likely to be very open to m-learning as an effective
method of teaching (Bucea-Manea-Țoniş et al., 2020).
The concluding paragraph introduces Generation Z and delineates their attributes as
individuals who have grown up in a digital environment. It showcases their proficiency with
mobile devices and the internet, indicating their potential openness to mobile learning as a
successful instructional method. The distinctive characteristics of Generation Z, such as a
predilection for instant gratification and lofty aspirations, underscore the significance of
tailoring educational methodologies to cater to their requirements.

2.2. English Fun Learning: Gamification Principles

2.2.1. The Concept, Essence, and Principles of Gamification
The basis for mastering a new kind of activity is a personal motivation. It is a resource for
acquiring and implementing of new competencies in life. In teaching a foreign language, a
teacher constantly asks him/herself a methodical question: "What is interesting for pupils?";
"How to activate the cognitive potential of a pupil or student?". It is a natural answer on these
questions: the most interesting thing for children and young people is a game that is
manipulation and transformation of elements of environment according established or own
rules. Educational methods and technologies that use these natural mechanisms of a human
psyche are generally called "gamification", which in a broad sense includes the use of certain
elements of a game in non-game practices (educational, psychological, social, etc.).
In a narrow sense, gamification in studying is using of the game rules (Tekinbas &
Zimmerman, 2003) from the computer and gadget online games, which are highly valued in
 7

children's environment and motivate pupils to achieve real learning goals in the study of a
concrete subject.
The most relevant and mostly positive features of gamification in the educational process are
the following:
 A positive background, fun.
 An instant feedback.
 The complicating and increasing number of the game tasks.
 A rapid development of game skills, tactics, mastery.
 The availability of clear indicators of progress (balls, points, presence of a leader, etc.).
 Strengthening and development of social ties.
 The dynamic moderation, and management of the process participants.
The modern education system corresponds to technological progress. A distance
education, personalization, gamification, interactive textbooks, learning through video games
are five educational trends reported by “Forbes” but four of ones belong to gamification
(Levin, 2011). Gamification is a way of influencing onto human behavior based on the use of
game elements. Transforming experience by virtue of games, gamification overcomes social
and psychological limitations, which allows the human potential release. In order to name
process as gamified, it must contain 4 characteristics identified by Jane McGonigal (2011):
clearly defined goals provide motivation to participate in a game; logical and consistent rules
that fix limits and frameworks for achieving of goals; a stable feedback system that ensures
achievement of goals but players follow the rules; voluntary consent to participate in game
and follow the rules to achieve the goal.
At the core of gamification lies the idea of using a game approach to make teaching
and learning more interesting. Many teachers saw a potential of gamification in
complementing and expanding the traditional learning opportunities. But if we deal with this
phenomenon seriously, we can find such unique learning opportunities as involvement into
the learning process, high motivation, autonomy and a personal sense content (Kelberer
2014). Thus, gamification is not the creation of a full-fledged game, but only the use of certain
elements. This creates more compliance with the desired goals. In other words, due to a game
boring task become interesting, desirable, and difficult become simple.
Gamification is a way of influencing on pupils. The real value of gamification is that game
principle contributes to creation of a meaningful learning experience. Russian researches
investigated the specifics and features of a game and game activity in the process of education
and upbringing. They concluded: "A game technology that is used in the educational process,
we recognize extremely effective, universal, easily reproducible, suitable for any academic
discipline and solves almost all developmental and educational tasks" (Igna, 2011).

2.2.2. Gamification and Learning

Gamification refers to the application of game-based techniques, aesthetics, and game
thinking to actively engage individuals, stimulate action, enhance learning, and tackle
problems (Kapp, 2012). By employing game aspects to augment engagement, learning, and
 8

problem-solving. The aim of gamification is to shape individuals' behavior by leveraging the

cognitive and affective responses evoked by games, with the ultimate goal of cultivating
loyalty and engagement among users, consumers, and employees (Park et al., 2014). The
objective of gamification is to influence behavior by using emotions and perceptions acquired
from game experiences. Undoubtedly, quiz game platforms such as Kahoot! that highlight
students' responses are regarded as dependable sources for creating additional educational
tools that effectively include learners in the 21st century. This platform enables the creation
of online quiz games that can be specifically used for instructional purposes, particularly in
ESL schools.
Quiz game platforms such as Kahoot! provide a practical illustration of how
gamification can be applied in educational contexts. The mention of ESL schools denotes a
particular setting in which online quiz games might be employed for instructional objectives.
Using games for educational purposes fulfills the requirement for teachers to integrate
dynamic, inventive, challenging, and enjoyable activities to enhance learner motivation and
engagement. To achieve this goal, we can categorize games into two basic types: mainstream
games used for instructional purposes and educational games. The first group consists of
games that educators adapt to fit classroom environments, whereas the second category
covers games that are explicitly created to facilitate teaching. Educational games are
intentionally created to include particular strategies, topics, and knowledge with the aim of
enhancing motivation and hence enhancing learning achievements. Their advancement has
been enhanced by employing a variety of interactive platforms, such as classroom activities
that utilize total physical response (i.e., teaching language structures through movement in
response to verbal input), computer video games that are designed to teach a wide range of
subjects, mobile-phone video games, board games, and card games. Scientists have analyzed
the ways in which these games can improve motivation and engagement when compared to
traditional teaching methods. For example, Ciampa (2014) published a mobile-learning
model focused on understanding the motivating aspects of these games. He argued that
motivation can be increased by variables such as challenge, curiosity, control, recognition,
competitiveness, and cooperation.
Highlighting the necessity of implementing dynamic and captivating activities to
augment student motivation. It differentiates between conventional games that have been
modified for educational usage and games that have been particularly created for educational
reasons. The latter type, referred to as educational games, is distinguished by its emphasis on
integrating specific strategies and topics to enhance educational achievements. The
paragraph also enumerates many interactive platforms employed in educational games, such
as total physical reaction, computer and mobile video games, board games, and card games.
Highlighting the importance of games incorporating learners' knowledge, objectives, and
needs. The paragraph emphasizes the importance of adaptability in order to effectively
engage varied user groups and address a wide range of instructional topics. Additionally, it
emphasizes the significance of taking into account motivational, educational, and cognitive
factors when creating educational games.
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Educational games should be built with the aim of accommodating many learning
styles, thereby meeting a broad spectrum of requirements and interests. Emphasize the
importance of adaptivity in the design of instructional games (Avila & Fonseca, 2021; Turkay
& Adinolf, 2015). This pertains to the games' capacity to consider the knowledge, objectives,
and prerequisites of learners in order to captivate diverse user groups. To effectively handle
diverse instructional materials, it is imperative to take into account motivational,
pedagogical, and cognitive aspects. Integrating gamification into an educational setting can
significantly boost student engagement and encourage greater participation in activities by
stimulating curiosity, interaction, competitiveness, and cooperation. Resilience and
constructive feedback are crucial elements for effectively carrying out an educational
activity. These factors contribute to maintaining engagement by allowing learners to engage
in self-evaluation of their knowledge and abilities, and by creating an environment that
recognizes and rewards diligence and consistency, rather than just mastery (Avila & Fonseca,
2021).
The advantages of integrating gamification into an educational setting. The article
discusses the benefits of stimulating curiosity, interaction, competitiveness, and cooperation
in order to increase student engagement and participation in activities. The paragraph
emphasizes the importance of resilience while dealing with failure and the importance of
receiving proper feedback. These factors contribute to maintaining student engagement,
promoting self-assessment, and fostering an environment that prioritizes consistency and
perseverance rather than mastery.

2.3. Transformative Learning Processes

2.3.1. Transforming Education
The learning process can be defined as the acquisition of knowledge, skills, or behavior
through study, experience, or teaching. It involves the organization of relevant information,
the formation of logical connections, and the assimilation, storage, retrieval, and transfer of
concepts to various situations, both familiar and unfamiliar (Fletcher et al., 2019). The use of
Information and Communication Technologies (ICTs) and blended learning has brought
dynamic changes to the teaching and learning process, expanding it beyond the traditional
classroom boundaries and influencing teaching approaches and student learning (Mintii,
2023; Ugwu & Nnaekwe, 2019). Conceptual learning, on the other hand, is a process in which
learners organize concept-relevant knowledge, skills, and attitudes to form logical cognitive
connections, resulting in a deeper understanding of concepts and their application to various
situations (Fletcher et al., 2019).

2.3.2. Transformative Shifts in Learning

In the past, books and teachers were the most common sources of information. This has
changed drastically, as Gen Z members prefer technology to books and expect the same to be
the case in the educational process. In this regard, teachers need to update traditional teaching
methods and adapt the learning environment to modern requirements (Poláková & Klímová,
 10

2019). Technological resources have become an indispensable segment of society, therefore,

it is necessary for teachers to use them to improve the learning experience in the classroom
(Swan, 2001). In hope that Gen Z members will use their personal devices for learning
purposes, it is important that teachers use mobile devices in the classroom to improve
learning, but also to model their use for learning in general (Rosell-Aguilar, 2016).
Ultimately, teachers should be responsible for helping and guiding young people, especially
pupils at the primary level of education, during the acquisition of knowledge and motivating
them to develop their current level of skills (Campbell, 2004), because the primary key to
developing pupils’ digital competences is certainly determined by teachers’ technological and
pedagogical skills. Hence, there is a growing need for teachers to use new technological
solutions in education, setting an example for young people to use them independently for
educational purposes. This is true not only for learning at school, but also outside it. Most
teachers still require more time to access new knowledge and know how to incorporate
information technologies tools in their lessons (Kamaruzaman & Zainol, 2012). With mobile
devices in the classroom, teachers play a more active role and they need to become designers
of learning experiences for their students (Pegrum, 2014). In accordance with the above, the
following hypothesis has been erected.

2.4. English Vocabulary Mastery

2.4.1. The Crucial Role of Vocabulary Mastery in English Education
Mastery of vocabulary is a crucial component of acquiring the English language, as
it directly impacts students' ability to comprehend and articulate oneself in the language.
Extensive research consistently emphasizes the critical significance of vocabulary
acquisition in language learning, particularly highlighting its central role in improving
reading comprehension, writing abilities, and overall language proficiency. Acquiring a
strong vocabulary enables pupils to communicate accurately and comprehend complex texts,
making it a crucial aspect of language education.
Highlighting the importance of vocabulary training is essential in teaching English at
the elementary level, since a strong grasp of vocabulary forms the basis for attaining mastery
in the four language skills: listening, speaking, reading, and writing (Widada et al., 2020). A
study examining the use of modified word analogy to improve the English vocabulary skills
of seventh graders found that modified word analogy significantly enhances students'
comprehension of vocabulary (Widada et al., 2020). A following scientific article on
vocabulary acquisition and learning tactics among second language learners revealed that
students from different backgrounds utilized various techniques to learn vocabulary. It was
found that the most effective procedures were learned with the assistance of instructors
(Kamińska et al., 2019).
The crucial significance of vocabulary training in English education at the primary
level. This statement emphasizes the need of having a solid vocabulary base in order to excel
in the skills of listening, speaking, reading, and writing. An empirical investigation conducted
on seventh-grade students shown that the utilization of modified word comparison exercises
 11

had a substantial positive impact on their ability in English vocabulary. A recent academic
publication emphasized the wide range of vocabulary acquisition techniques utilized by
individuals learning a second language, with the most successful approaches being those
acquired through the instruction and assistance of teachers.
Several studies have examined various methods and strategies to improve the process
of acquiring vocabulary in language acquisition. Nation's (2011) study emphasized the need
of extensive reading, targeted vocabulary instruction, and regular exposure to concepts in
different contexts. Furthermore, studies have highlighted the effectiveness of using
multimedia resources, such as movies, audio recordings, and interactive activities, to enhance
the process of learning new words in language teaching.

2.4.2. The Importance of Learning Vocabulary

Vocabulary acquisition has a substantial impact on language proficiency and the
development of reading, writing, listening, and speaking skills (Nation & Webb, 2011).
Researchers have proven that the process of learning a language is greatly influenced by the
acquisition of vocabulary. Individuals who fail to develop an extensive vocabulary often face
challenges when learning a language. Therefore, having a robust vocabulary is crucial for
effectively conveying a message to others, whether through written or spoken means.
Developing an extensive lexicon is essential for proficient and impactful communication. The
proficiency to efficiently acquire a language is closely connected to the development of a
comprehensive lexicon. Individuals who encounter difficulties in developing an extensive
lexicon may encounter obstacles in achieving proficiency in a language. Hence, having a
wide-ranging lexicon is considered crucial for effective and influential communication in
both written and oral forms.
Teachers should prioritize the importance of vocabulary in language learning for
students right from the start of their educational journey. To improve the effectiveness and
efficiency of vocabulary learning, it is advisable to use interactive and engaging teaching
approaches (Al-Neyadi, 2007; Davies & Pears, 2003). Educators are strongly encouraged to
cultivate students' awareness of vocabulary right from the beginning of their educational
journey, acknowledging its essential significance. Teachers play a crucial role in highlighting
the importance of vocabulary in language learning, emphasizing its position as a fundamental
basis for efficient communication. To enhance the efficiency of vocabulary learning, it is
advised to implement dynamic and captivating teaching techniques.
Gamification is employed as a means of teaching vocabulary in alignment with a
modern pedagogical approach that emphasizes student-centered learning. This approach
grants students the autonomy to study independently with minimum intervention from the
teacher (Mirzoyeva & Kabdrgalinova, 2021).
The incorporation of gamification, as suggested by Mirzoveya & Kabdrgalinova (2021), is a
modern method for enhancing vocabulary acquisition. This technique is in line with a student-
centered teaching strategy, promoting independent learning with limited teacher involvement.
Gamification enhances the learning process by incorporating enjoyable elements and is in line
 12

with contemporary educational trends that emphasize interactive and dynamic approaches.
Through the utilization of gamification, educators may optimize the efficacy and productivity
of vocabulary training, hence creating a more captivating and enduring learning encounter for
students.
2.5. Learning Media: The Role of Educational Technology

2.5.1. Exploring the Impact of Mobile Applications in Education: Benefits,

Challenges, and the Role of Gamification
The effectiveness of instructional technology, namely mobile applications, has been
thoroughly examined in the field of education. In the field of language acquisition,
educational technology has been found to offer numerous benefits, including personalized
learning experiences, immediate feedback, and access to a wide range of materials. However,
the impact of instructional technology on academic achievement has been a topic of debate,
as several studies have yielded conflicting outcomes.
Mobile learning has the ability to offer personalized, informal, and extensive learning
approaches, which is particularly important for language acquisition (Muckenhumer et al.,
2023). A scoping review research examining the acquisition of vocabulary and learning
strategies by second language learners revealed that incorporating technology into the
process of acquiring vocabulary in a second language has a beneficial effect (Pascual et al.,
2022). A 2021/2022 study assessing the effectiveness of three popular language learning
smartphone applications found that Busuu had the highest level of success, with Duolingo
and Babbel ranking second and third, respectively (Muckenhumer et al., 2023).
Several studies have evaluated the advantageous impacts of employing educational
technology, such as mobile applications, on academic achievement. A compelling example
is the meta-analysis conducted by Cheung and Slavin (2013), which demonstrates the
significant influence of instructional technology on student learning results in several
academic fields. It is in accordance with the dominant belief in the transformative capacity
of technology in education. Furthermore, a study conducted by Chang and Hwang (2019)
shown that mobile learning applications possess the capacity to promote student engagement
and motivation, ultimately leading to improved learning outcomes.
On the other hand, several studies have also highlighted significant barriers and
limitations associated with the use of instructional technology. In their 2012 study, Higgins
et al. emphasized the significance of employing efficient strategies and offering teacher
assistance to fully maximize the benefits of educational technology in the classroom.
Moreover, there are concerns over the potential for mobile apps in educational settings to
induce distraction and be subject to misuse. The focus on the significance of efficient
strategies and teacher assistance aligns with the pragmatic difficulties that can occur when
integrating technology in educational settings. The apprehension regarding diversions and
improper utilization of mobile applications brings attention to the necessity for appropriate
and intentional incorporation of technology in education.
 13

In their study, Pratama et al (2020) found that participants saw the integration of
gamification into education as a noteworthy breakthrough. The study has also found that the
motivation and interest of students have a substantial influence on their academic
performance. Students that demonstrate a profound desire and motivation to acquire
knowledge are also capable of attaining exceptional academic performance. Gamification in
the classroom effectively engages students' attention and concurrently increases their level
of participation. To summarize, previous studies have shown that the integration of
gamification in education has elicited positive reactions from students.

2.5.2. Learning Vocabulary Using Gamification Tools

Empirical studies have unequivocally demonstrated that the integration of
gamification in education results in heightened student involvement, less anxiety, amplified
motivation, and improved learning achievements. Therefore, gamification is utilized to
incorporate game-based learning in order to enhance students' engagement in education by
making it pleasurable. Using games as an educational tool is extremely beneficial for kids as
it promotes perseverance in doing objectives, regardless of the motivation to win the game.
The children are very motivated by the acknowledgement they receive at the end of the game.
Using gamification techniques to acquire vocabulary enhances students' understanding of
new words and phrases through interactive games. Especially when it comes to acquiring
vocabulary in the process of learning the English language. The research constantly
demonstrates that the implementation of gamification results in higher levels of student
engagement, decreased anxiety, increased motivation, and improved learning outcomes.
Interactive games promote both tenacity in work completion and incentive through the
recognition students receive upon game completion.
Students have responded positively to the incorporation of a gamification tool in
vocabulary learning, leading to increased enthusiasm for the gamified English language
training. This strategy provides a pleasurable, invigorating, and motivating lesson experience
(Waluyo & Bucol, 2021). The favorable reactions from students towards the incorporation
of gamification technologies in vocabulary acquisition highlight the efficacy of this method
in fostering a pleasurable, engaging, and motivating instructional encounter. The notion that
gamification enhances the cultivation of critical thinking, teamwork, and self-learning
abilities is in line with the overarching educational objectives of fostering holistic individuals.
It is essential to prioritize student engagement and participation in the learning process to
improve their enjoyment and motivation in studying (Dehghanzadeh et al., 2021). Zou (2021)
argues that the integration of gamification into English learning has enhanced the growth of
listening and reading comprehension abilities, while also enhancing students' competency in
vocabulary. According to Kapp (2012), gamification enhances the cultivation of essential
cognitive abilities, collaboration, and autonomous learning capabilities in learners.
Employing gamification approaches in the process of acquiring English vocabulary seems to
be incredibly beneficial for persons with limited proficiency in the English language. The
main determinant of children's restricted English fluency is most likely their inadequate
 14

immersion in the language. In order to cultivate student involvement and enthusiasm in the
process of learning, it is crucial to establish a language class that is thought-provoking,
pleasurable, easily understandable, and fascinating. Developing a wide range of vocabulary
is crucial for acquiring competency in a language, as one's language skills are directly
influenced by their understanding of words and phrases. Even a beginner possesses
proficiency in the English language. The importance of acquiring vocabulary in language
learning is highlighted, recognizing that one's ability in a language is intimately linked to
their understanding of vocabulary. The imperative to arrange language courses that are
engaging, pleasurable, easily approachable, and compelling is highly pertinent, particularly
for those with minimal proficiency in English. 2

2.5.3. Mobile Games for Learning English

The utilization of computer games is experiencing a rise in educational environments
(Schwabe & Göth, 2005), leading to a transformation in teaching methods. Games serve as
valuable tools for acquiring specific tactics, information, and expertise, while also enhancing
motivation and boosting educational outcomes (Elaish et al., 2019; Kondo et al., 2012). In
recent times, there has been a significant emphasis on research projects that aim to explore
how enhanced game design may effectively tackle the challenges associated with creating
learning tools and settings that are both more engaging and efficient.
It is assumed that games are entertaining regardless of the learner's age (Musa et al.,
2010). Game-based learning enhances learning efficiency by leveraging intrinsic motivation
when the learning materials are associated with a defined objective of "winning the game"
(Lepper & Cordova, 1992). Furthermore, games have a significant impact on human attitudes
towards learning (Sailer et al., 2017). Game-based learning is utilized to bolster students'
learning processes by increasing their intrinsic motivation (Hamari et al., 2016; Schwabe &
Göth, 2005). Emerging game-based apps have the additional benefit of enjoyment and active
involvement in the educational process (Schwabe & Göth, 2005). For instance, a study found
that the application MEL Enhanced was perceived as more engaging, pleasant, and
interactive compared to previous iterations of MEL Original (Sandberg et al., 2014).

2.5.4. Digitalization Trend in Education

Utilizing digital mobile devices, digital education enriches the educational process by
providing both real and virtual knowledge (Benešová et al., 2019). The incorporation of
digital education, namely through mobile learning environments, has fundamentally
transformed conventional teaching approaches. Through the utilization of digital mobile
devices, educators can provide students a dynamic combination of tangible and virtual
knowledge, enabling engaging learning experiences. The integration of Web 2.0 technologies
and network connectivity has increased the practicality of delivering interactive education in
mobile learning settings. Mobile learning enables the utilization of personal electronic
devices for educational purposes in different environments, enabling learners to participate
in social interactions and access educational content (Crompton et al., 2019). Therefore,
 15

pedagogies for digitalized education require teaching approaches that can readily adapt to
enable ongoing learning in many environments (Kearney et al., 2019). Social constructivism
has offered theoretical backing for digital education by enabling the systematic assistance
and guidance of knowledge acquisition (Berge, Z.L., & Muilenburg, 2013; Jie et al., 2020).
Utilizing technology in education facilitates a pedagogical approach that prioritizes student
engagement and active learning by emphasizing inquiry-based skills. This approach is
recommended for digital education, as depicted in Figure 3 of the discourse (Pedaste &
Sarapuu, 2006).
Digital education integrates mobile technology with comprehensive knowledge
across multiple domains, including technological skills, pedagogies, and subject areas
(Mishra & Koehler, 2006). Cochrane (2014) began mobile Web 2.0 education initiatives,
emphasizing the importance of clear technological and pedagogical guidelines in the
application of mobile pedagogy. Kearney et al. (2019) identified possible disruptions in the
utilization of mobile educational approaches. The main focus of mobile learning and
pedagogy research is the incorporation of technology and the implementation of blended
learning approaches in education (Crompton et al., 2019). Bano et al. (2018) highlighted that
a comprehensive exploration and rigorous testing of educational opportunities would be
incomplete if the evaluation did not include more participants. There is a lack of
comprehensive understanding in digital education regarding its interconnected issues.
 Chapter III
METHOD

3.1. Research Design

This research endeavour employs a quantitative methodology. As Creswell (2014)
definition, quantitative research pertains to an examination of a social or human predicament
through the testing of a theory comprising measurable variables analyzed using statistical
techniques to ascertain the validity of predictive generalizations. The study aims to
investigate students' attitudes toward the application of game-based learning terminology.

3.2. Participant
The population for this particular study comprises first-year students enrolled during the
academic year 2022/2023 at SMPI Parung, located in Parung, Bogor. The population
encompasses eight classes, totaling approximately 256 student. The research employed
purposive sampling as the technique for selecting the sample. According to Arikunto (2010),
defined purposive sampling is the process of selecting the subject based on the particular
purpose within the defined population sharing similar characteristics. Through purposive
sampling, the researcher can ensure that the selected sample is representative and provides
an accurate representation of the overall population. In this particular study, the researcher
exclusively selected one class, specifically 7.2, which consisted of approximately 32
students, including 15 males and 17 females.
The rationale behind selecting junior high school students as participants stems from their
typically higher proficiency in utilizing technology, particularly in comparison to younger
students. This greater technological familiarity among junior high school students can
significantly influence their perspectives and attitudes towards using mobile games and
devices for educational purposes. The research question is "What is the impact of using
gamification on the acquisition of English vocabulary skills among seventh-grade students
at SMP Parung in Bogor?". To achieve this, the students will be given a questionnaire at the
end of using the application. It is important to note that informed consent will be obtained
from the school administration and the student's parents or guardians. Moreover, ethical
guidelines will be adhered to throughout the study to ensure the safety and protection of the
participants. By employing this methodology, the study will gather quantitative data that will
provide insights into the effectiveness of game-based learning for vocabulary acquisition.

3.3. Instrument
This research utilizes a questionnaire to obtain the answer to the research question. The
questionnaire was derived from research conducted by Bambang that studies the students’
perceptions of using games called Bamboozle in learning vocabulary. The researcher found
that the existing questions were appropriate, but some adjustments needed to be made so that
the questions fit the context of the research.

16
 17

The questionnaire consists of eight close-ended questions and five open-ended

questions. The close-ended question will use the Likert scale with four degrees of agreement:
strongly agree, agree, disagree, and strongly disagree. Furthermore, to enrich the data
obtained the researchers also utilize five open-ended questions to know the effectiveness of
game-based learning for vocabulary acquisition. The question will be written as follows.

3.3.1. Close-ended questions

No. Question

1. By using FunEasyLearn Application I can develop my motivation in learning

vocabulary.

2. I can understand the meaning of English vocabulary using the FunEasyLearn

Application.

3. I think FunEasyLearn Application can engage me in learning vocabulary.

4. I think FunEasyLearn Application is useful for learning English vocabulary.

5. I think FunEasyLearn Application helps me in learning vocabulary.

6. I think FunEasyLearn Application assists me in improving my English skill, especially

vocabulary mastery.

7. I am interested in learning vocabulary using FunEasyLearn Application.

8. I think I can improve my vocabulary mastery by using FunEasyLearn Application.

3.3.2. Open-ended questions

No. Questions

1. Do you think FunEasyLearn Application can motivate you to learn vocabulary?

2. Does the FunEasyLearn Application keep you actively engaged in vocabulary

learning?

3. Do you think FunEasyLearn Application helps in learning vocabulary?

4. Do you prefer FunEasyLearn Application over other game-based learning

applications? Why?

5. Do you believe that FunEasyLearn Application can improve your vocabulary

mastery?
 18

3.4. Data Collection and Analysis

3.4.1. Data Collection

This study employed quantitative methods with a specific focus on a survey. Creswell
(2014) suggests that survey questionnaires are used to collect data from a large number of
people in a relatively short amount of time. It is a useful method to obtain data on attitudes,
behaviors, opinions, and perceptions. This study will be conducted after the students have
tried and completed some level on the FunEasyLearn app. The researchers intend to apprise
the students of the pedagogical purpose of the research and distribute an online or Google
form-based questionnaire to those who consent to take part in it. Upon completion of all
queries, the researcher will be compiling the results from the Google form. Subsequently, the
questionnaire responses shall be inputted and scrutinized using SPSS.

3.4.2. Data Analysis

There are two different kinds of question that being used in this study, which are close
ended question and open-ended question. Each type of question has different kind of way to
analyse the data. For the close-ended question, the researcher analyzed at the interval
measurement scale (Boone & Boone, 2012). The data will be calculated the composite score
(sum or mean) from four type Likert scale. Furthermore, the open-ended questions were
being analyses by the researcher by doing induction (Mills & Gay, 2012). With the large set
of data representing many things, the researcher deems to make sense of the data by
narrowing the information and find key data. To do that, the researchers try to identify the
patterns that emerges in the data and drawing conclusion from it.
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