Improving Reading Skill through Game Technique for the First Grade Elementary School Students
The present research is a classroom action carried out with procedures starting from planning, action, observation, and reflection. The aim of the study is to obtain a concrete description of the use of game technique in improving students’ reading comprehension skill and the change of students’ behavior during and after learning activities. This research was conducted at SD Islamiyah Medan, involving 35 students as participants. The data was analyzed in three stages, namely: (1) reducing data, (2) presenting data, dan (3) Drawing the conclusion or verifying data. Pre-test and post-test in cycle I showed a very significant increase in reading interest in what was carried out on students with the average score of students. Based on this finding, the playing technique can be used as an alternative by teachers in learning because it is proven that this technique can improve reading comprehension skills which are marked by changes in student behavior.
Afflerbach, P., Pearson, P. D., & Paris, P. (2017). Skills and strategies: Their differences, their relationships, and why they matter. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. 33–50). Lanham, MD: Rowman and Littlefield.
Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing, 32(9), 2281-2310.
Brown, R. (2017). Comprehension strategies instruction for learners of English: Where we have been, where we are now, where we still might go. In S. E. Israeli (Ed.), Handbook of research on reading comprehension (pp. 543–567). New York: The Guilford Press.
Chang, C.-Y., & Hwang, G.-J. (2019). Trends in digital game-based learning in the mobile era: a systematic review of journal publications from 2007 to 2016. International Journal of Mobile Learning and Organisation, 13(1), 68-90.
Cohen, J. (1979). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Academic.
De Freitas, S. (2018). Are games effective learning tools? A review of educational games. Journal of Educational Technology & Society, 21(2), 74-84.
Ebbutt, D. (1985). Educational action research: some general concerns and specific quibbles. In R. Burgess (Ed.), Issues in educational research: qualitative methods. Lewes: The Falmer Press.
Elaish, M. M., Shuib, L., Ghani, N. A., & Yadegaridehkordi, E. (2019). Mobile English language learning (MELL): A literature review. Educational Review, 71(2), 257-276.
Fox, J., Pittaway, L., & Uzuegbunam, I. (2018). Simulations in entrepreneurship education: Serious games and learning through play. Entrepreneurship Education and Pedagogy, 1(1), 61-89.
Gil-Arias, A., Harvey, S., García-Herreros, F., González-Víllora, S., Práxedes, A., & Moreno, A. (2021). Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education. European Physical Education Review, 27(2), 366-383.
Grønhøj, A., & Thøgersen, J. (2017). Why young people do things for the environment: The role of parenting for adolescents’ motivation to engage in pro-environmental behaviour. Journal of environmental psychology, 54, 11-19.
Habib, M. A., Mustapha, M. A., & Ali, H. (2019). Use of Computer Assisted Instruction to Improve Students' Reading Skill in English Language. Journal on English Language Teaching, 9(1), 32-37.
Jean, S., Gilbert, L., Medema, W., Keijser, X., Mayer, I., Inam, A., & Adamowski, J. (2018). Serious games as planning support systems: Learning from playing maritime spatial planning challenge 2050. Water, 10(12), 1786.
Kasper, M., Uibu, K., & Mikk, J. (2018). Language teaching strategies’ impact on third-grade students’ reading outcomes and reading interest. International Electronic Journal of Elementary Education, 10(5), 601-610.
Magnusson, C. G., Roe, A., & Blikstad-Balas, M. (2018). To what extent and how are reading comprehension strategies part of language arts instruction? A study of lower secondary classrooms. Reading Research Quarterly, 54(2), 187–212. doi: https://doi.org/10.1002/rrq.231
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks CA: Sage Publication.
Nation, K. (2017). Nurturing a lexical legacy: Reading experience is critical for the development of word reading skill. npj Science of Learning, 2(1), 1-4.
Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2019). Augmenting the learning experience in primary and secondary school education: A systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329-346.
Viljaranta, J., Kiuru, N., Lerkkanen, M.-K., Silinskas, G., Poikkeus, A.-M., & Nurmi, J.-E. (2017). Patterns of word reading skill, interest and self-concept of ability. Educational Psychology, 37(6), 712-732.
Wexler, J., Kearns, D. M., Lemons, C. J., Mitchell, M., Clancy, E., Davidson, K. A., . . . Wei, Y. (2018). Reading comprehension and co-teaching practices in middle school English language arts classrooms. Exceptional Children, 84(4), 384-402.