PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE REGARDING DIGITAL GAME-BASED LANGUAGE LEARNING

KOMANG, NI MADE PURNAMA (2024) PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE REGARDING DIGITAL GAME-BASED LANGUAGE LEARNING. Skripsi thesis, UNIVERSITAS KATOLIK SOEGIJAPRANATA.

Preview	Text 20.J1.0012-NI MADE PURNAMA KOMANG-COVER_a.pdf Download (487kB) | Preview
	Text 20.J1.0012-NI MADE PURNAMA KOMANG-BAB I_a.pdf Restricted to Registered users only Download (450kB)
	Text 20.J1.0012-NI MADE PURNAMA KOMANG-BAB II_a.pdf Restricted to Registered users only Download (505kB)
	Text 20.J1.0012-NI MADE PURNAMA KOMANG-BAB III_a.pdf Restricted to Registered users only Download (466kB)
	Text 20.J1.0012-NI MADE PURNAMA KOMANG-BAB IV_a.pdf Restricted to Registered users only Download (1MB)
	Text 20.J1.0012-NI MADE PURNAMA KOMANG-BAB V_a.pdf Restricted to Registered users only Download (438kB)
Preview	Text 20.J1.0012-NI MADE PURNAMA KOMANG-DAPUS_a.pdf Download (528kB) | Preview
	Text 20.J1.0012-NI MADE PURNAMA KOMANG-LAMP_a.pdf Restricted to Registered users only Download (617kB)

Abstract

Teachers' beliefs significantly shape their teaching practices, especially in utilizing digital games for language learning. While traditional methods may lead to disengagement, motivating students is crucial. Digital game-based learning is increasingly recognized for its potential to enhance learning outcomes. Understanding pre-service teachers' beliefs in this context is vital. This study aims to examine preservice teachers' beliefs about digital game-based language learning and how these beliefs manifest in their teaching practices. Through a mixed-method approach involving a closed-ended questionnaire and interviews, the research reveals strong beliefs in the efficacy of digital games, with participants recognizing their ability to enhance student engagement, motivation, confidence, and understanding of complex language concepts. The participants in this study were the senior students of the English Education Program at University of PGRI Semarang. Surveys and interviews were the main instruments to collect data. Descriptive statistics analyzed the questionnaire data, while interview transcripts were coded for themes. The findings revealed pre-service teachers' beliefs about digital game-based learning often center on its capacity to enhance engagement, motivation, understanding, and retention in students. Both quantitative and qualitative data highlighted the utmost potential of digital games in creating enjoyable learning environments and aiding comprehension. In conclusion, this research underscores the positive impact of digital game-based learning on preservice teachers' beliefs and practices in language education. It supports the integration of digital games as effective tools for enhancing student engagement and learning outcomes in language classrooms.

Item Type:	Thesis (Skripsi)
Subjects:	400 Language > 420 English & Old English language
Divisions:	Faculty of Language and Art > Department of English Literature
Depositing User:	mr. Jodi Armanto
Date Deposited:	11 Jul 2024 05:26
Last Modified:	11 Jul 2024 05:26
URI:	http://repository.unika.ac.id/id/eprint/35898

Actions (login required)

View Item