EXPLORING HIGH SCHOOL TEACHER’S VIEWS ON THE INTEGRATION OF DIGITAL GAMES IN EFL INSTRUCTION

Adam Guntur Saputro, Alfan Zuhairi, Dwi Fita Herriyawati

Abstract


This study investigates the use of digital games in EFL instruction within the context of rapid technological advancement and students’ increasing familiarity with digital platforms. Gamification features such as leaderboards, badges, and points can enhance student motivation and engagement; however, teachers often face challenges due to infrastructure limitations and limited digital competence. Using a qualitative case study design, this study explores the perspectives of high school English teachers regarding the advantages, challenges, and strategies used in using digital games as a teaching medium. Data were collected through semi-structured interviews comprising 15 questions on perceived benefits, implementation challenges, and instructional strategies. The participants were English teachers at a private senior high school in Malang, Indonesia, and each interview lasted approximately 10–15 minutes. The data were analysed using thematic analysis through coding, categorisation, and theme development. The findings show strong support from teachers for platforms such as Quizizz and Kahoot, which help increase student motivation, confidence, and engagement while indirectly supporting language development. However, there are obstacles such as technical problems, a lack of infrastructure, or a lack of knowledge about digital games. Careful and thorough preparation can help teachers deliver material in accordance with learning objectives through the effective implementation of digital games in classroom learning.

Full Text:

PDF

References


Atabek, Ü. (2001). İnternet and methodology in social science. Amme İdaresi Dergisi, 34(1), 51–57.

Bakan, Ufuk & Han, Turgay & Bakan, Uğur. (2022). Learner perceptions and effectiveness of using a massively multiplayer online role-playing game to improve EFL communicative competence. Knowledge Management & E-Learning: An International Journal. 286-303. 10.34105/j.kmel.2022.14.016.

Champa, R. A., Rochsantiningsih, D., & Kristiana, D. (2020). ICT-adaptation in Indonesia EFL teaching evaluated using SAMR model. Asian EFL Journal, 27(52), 185–197.

Ekholm, S. (2024). Playing games while learning: Teacher perspectives on digital games in the English language classroom (Undergraduate thesis). Örebro University.

Fakhruddin, Afief & Nurhidayat, Eka. (2020). Students’ perception on quizziz as game based learning in learning grammar in writen discourse. Wiralodra English Journal. 4. 28-38. 10.31943/wej.v4i2.101.

Fauziah, Z., & Rofi'ah, S. (2025). Enhancing students' writing skills through game-based learning media (An Experimental Study in English Branding Class). Proceeding Al Ghazali International Conference, 2, 628–636. https://doi.org/10.52802/aicp.v2i.1376

Heriyawati, D. F., & Elfiyanto, S. (2023). Quizizz paper mode is new: Students' perception of using e-tool of language assessment in EFL class. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 10(2), 121–137.

Hwang, G.-J., & Chen, P.-Y. (2022). Interweaving gaming and educational technologies: Clustering and forecasting the trends of game-based learning research by bibliometric and visual analysis. Entertainment Computing, 40, 100459.

Larenas, C., Carrasco Palma, M., & Norambuena Valdés, J. (2023). Video games and English learning: An exploratory study of EFL pre-service teachers' perceptions. Contratexto, 39, 307–336.

Lee, Y.-F., Hwang, G.-J., & Chen, P.-Y. (2022). Impacts of an AI-based cha bot on college students' after-class review, academic performance, self-efficacy, learning attitude, and motivation. Educational Technology Research and Development, 70(5), 1843–1865.

Marzuki, A. G. (2024). Blended learning in English education: Strategies for effective integration of technology and traditional methods. https://doi.org/10.20944/preprints202412.2279.v1

Priyantin, T., & Herawati, A. (2023). EFL Teacher's strategies and challenges in developing digital competency: A narrative inquiry. Pedagogy : Journal of English Language Teaching, 11(1), 01. https://doi.org/10.32332/joelt.v11i1.6570.

Razak, A. A., Connolly, T., & Hainey, T. (2012). Teachers' views on the approach of digital games-based learning within the curriculum for excellence. International Journal of Game-Based Learning (IJGBL), 2(1), 33–51.

Sihombing, P., & Tambunan, A. (2023). Teachers` perceptions of digital game-based vocabulary learning. Linguistik Terapan, 20, 84. https://doi.org/10.24114/lt.v20i1.46634.

Stott, A., & Neustaedter, C. (2013). Analysis of gamification in education. Surrey, BC, Canada, 8(1), 36.

Supasa, A. Y., Ramadhani, M. R., Ningrum, F. S., & Hamuddin, B. (2024). Exploring the impact of gamification on english language learning for students in Asia countries: A systematic review. EDUTREND: Journal of Emerging Issues and Trends in Education, 1(3), 136–151.

Susaniari, N. K. A. C., & Santosa, M. H. (2024). A systematic review on the implementation of game-based learning to increase EFL students' motivation. Journal of English Language and Education, 9(6), 77–87.

Tsekleves, E., Cosmas, J., & Aggoun, A. (2016). Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers. British Journal of Educational Technology, 47(1), 164–183.

Umamah, A., & Saukah, A. (2022). Digital game-based learning (DGBL): The voice of EFL university students and teachers. Pasaa, 63(June), 279–314.

Wulandari, D., Suryoputro, G., & Mulyono, H. (2021). Facebook application as electronic portfolio in speaking assessment of English as a foreign language: A case study of Indonesian junior high school students. Jurnalteknodik.Kemendikdasmen.Go 5(2), 229–236.


Refbacks

  • There are currently no refbacks.