The Impact of Englishgame-Based Mobile Application on Students' Reading Achievement and Learning Motivation

Autor/inn/en	Sofiana, Nina; Mubarok, Husni
Titel	The Impact of Englishgame-Based Mobile Application on Students' Reading Achievement and Learning Motivation
Quelle	In: International Journal of Instruction, 13 (2020) 3, S.247-258 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Game Based Learning; Reading Achievement; Learning Motivation; Instructional Effectiveness; Junior High School Students; Grade 8; Early Adolescents; Foreign Countries; English (Second Language); Second Language Learning; Computer Games; Reading Instruction; Telecommunications; Handheld Devices; Indonesia + Suchen Sie Ihr Suchwort? Leseleistung; Motivation for studies; Lernmotivation; Unterrichtserfolg; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Computer game; Computerspiel; Computerspiele; Leseunterricht; Telekommunikationstechnik; Indonesien
Abstract	This study is aimed at finding the impact of Englishgame-based Mobile Application (EBMA) on reading achievement and learning motivation of the students. It is an experimental research which uses test and questionnaire to gather the data. 119 samples (58 students of experimental group and 61 students of control group) are selected from eighth grade students of junior high school spread into urban and rural areas in the Jepara Municipality of Central Java Province under the Ministry of Education and Culture Indonesia. By using multivariate analysis of variance (Manova), it was found that the use of EBMA in learning could increase the students' achievement in reading. The students who used EBMA as a medium of learning had better achievement in reading than those who did not (71.12 > 65.52). Then, students' motivation in learning differed significantly after the implementation of EBMA. It was higher since the activities engaged and motivated them to learn. Therefore, it indicates that the use of EBMA have great impact on students' reading achievement and learning motivation. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01