Examining university students’ perceptions on the implementation of Board Game in English speaking class

Abstract

This study aimed to explore university students’ perceptions of the implementation of board games. It sought to address the following research question: What are English Department students’ perceptions of the implementation of board games in English speaking classes? The study focused on Class E, the 2016 cohort, within an English Education Program at a university in Gorontalo. A qualitative approach was employed, and data were collected through questionnaires and supported by interviews. The study revealed that the English Department students’ perceptions were group into three main themes: learning excitement, playing the board game, and board game benefits. The students reported that learning excitement was triggered by the enjoyable feeling when learning because they can express their ideas freely with their friends, interesting features of the game such as the colors variation that psychologically influence them, also the varied topics that could enhance students’ vocabulary. Playing the board game also got positive responses from the participants, as they reported that playing the board game they need to work together. More than that, they said to win the game is not the main goal, but practice to speak in English properly and help their friends who have lack proficiency is the main point. The participants also reported the benefits of the game, they felt that they could learn English speaking skill easier than before because they felt not forced to study and learning in relax situation could increase their motivation in learning English speaking skill. This study suggests that teachers may want to consider using board game as a media to teach English.