Abstract
With the development of technology every time, the development of media for learning is also overgrowing. Many new media are popping up especially digital-based media, ranging from images, audio, and video. All of that media has been widely used by teachers to get students excited about what they will learn in class. However, the longer these media feel boring for students, the teachers also have to twist their brains to find new media, one of which is video games. Several studies have looked into the influence of adventure video games on learning English; however, few studies have looked into the effect of adventure games on learning English. This study aimed to see how video games affected students' reading comprehension of narrative text. The study consisted of 50 students from SMA Negeri 1 Kebomas Gresik in tenth grade. X-IPS 1 and X-IPS 2 were the class examples. The impact of video games can be reflected in the multiple-choice scores of students. The author used a quantitative procedure and quasi-experimental design as the analysis methodology with a purposive sampling approach. A multiple-choice test was used as the testing tool. The findings in this study explain that video games do not significantly impact students but only increase the motivation of students to learn and entertain students only
Highlights
One of the essential skills that students must have when studying English is the ability to read
This study showed that the use of video games on learning narrative text students SMAN 1 Kebomas Gresik does not significantly impact the understanding of narrative text
Because of the difference between variations of sample knowledge and game used in tests, the results of this study differed from those that have similar studies. This quasi-experimental study was performed in the academic year 2020/2021 to obtain observational data regarding the impact of video games on students' reading comprehension of narrative text at SMAN 1 Kebomas Gresik tenth grade students
Summary
One of the essential skills that students must have when studying English is the ability to read. When a teacher is unable to build a more positive and enjoyable environment, this issue arises. Because of these issues, teachers must use the media as a learning intermediary for students in order for learning to be interesting. According to Tiedeman, Vygotsky, and Wartofsky, two types of instruments or media can be used in reading: authentic items like books or text, and icons, or abstract signs in an illustration or alphabetical order (Tiedemann, 2011). Reading entails interaction with the reader's opinions and understanding, as well as the texts being read. Since they may have different context information and thoughts on the text they read, the effects of one understanding may vary from that of another
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