運用數位RPG 於英語閱讀教學之成效:學習成果與教師回饋

Abstract

The Effect of Using Digital RPG on EFL Reading Instruction: Student Learning Outcome and Teaching Perceptions Abstract This present study intends to explore the effectiveness of RPG for English teaching and to investigate the improvement of students’ reading skills by using digital RPG. Moreover, this present study investigates the students’ motivation and learning attitude regarding RPG as a tool for English learning. It is also found that many of the previous studies have supported the claim made in the present study with respect to the digital RPG as an effective way for enhancement of English teaching and improvement of students’ reading skills. To address four main research questions, a mixed-research design was employed as the research method. Ninety-four students and six English teachers of a private school in West Indonesia were recruited in the present study. Teaching materials were designed by the researcher, which were comprised by twelve digital RPGs. Data were collected both quantitatively and qualitatively. Participants’ learning outcome of reading skills, learning motivation/attitude, and the usefulness of RPG were collected by means of pre/posttest and ELAMU, respectively. A questionnaire for reading strategy teaching is also employed to collect teachers’ feedback. On the other hand, the classroom observation and a semi-structured interview were conducted, in order to collect English teacher’s responses to the use and effectiveness of RPG on English language teaching. Furthermore, descriptive statistics and paired-sample t-test were used to examine the participants’ achievement and psychological attributes. Also, Krueger framework analysis was employed an analyzing tool for the interview protocol. Regarding the classroom observation, its major findings were used as the supporting claims on the use of RPG. The feedback collected from the teacher was analyzed through content analysis. The findings indicate that the effect of digital RPG can be an alternative tool for improving students’ reading skills. The students’ English proficiency has significantly improved after the intervention of RPG. The test results also reveal that the students have acquired positive attitudes and a high level of motivation toward English learning via digital RPG. As shown, moreover, the pictures and the animations of RPG are useful for English learning. The result of observation demonstrated that digital RPG can help the students focus more on their assignment to a large extent. The students have actively engaged in reading the passage and participated in the activity. Moreover, one of the English teachers has shown positive attitude toward the idea that digital RPGs can increase the level of the students’ motivation for English learning. Additionally, she mentioned that RPG can help the students to have concentration and enhance the students-teacher’s interaction during learning. The test results of Teaching Reading Strategy Questionnaire confirm that five English teachers mention that digital RPG can be a tool for English teaching. The English teachers agreed that the features of RPG can facilitate English learning process. However, the teachers pointed out that they have difficulty designing RPG on their own, because they have not mastered the program yet. Overall, it is concluded that the effect of using digital RPG can be a tool for improving students’ reading skills, and increasing students’ level of motivation in English learning. By using RPG, students become more focused on their assignment, and also demonstrate active interaction with one another in class. Keywords: Role Playing Game, reading skills, English learning, English Teaching