FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS ISLAM NUSANTARA

Jl. Soekarno-Hatta No. 530 Bandung 40286

UJIAN AKHIR SEMESTER

GANJIL 2023/2024

PROGRAM STUDI : PENDIDIKAN BAHASA INGGRIS

SEMESTER/KELAS : V/A
MATA KULIAH : QUALITATIVE STUDIES ON ELL
DOSEN/ASISTEN : Hamdan Hidayat, S.Pd., M.M.Pd.
HARI, TANGGAL : Selasa, 16 Januari 2024

Final Project – Research Project Proposal

Objective:
This assignment aims to assess your proficiency in qualitative research methodologies within
the realm of English Language Learning (ELL). By crafting a robust research project
proposal, you will apply theoretical concepts, design a research study, conduct a literature
review, develop a realistic timeline, and highlight the significance of your research.
Additionally, this assignment serves to enhance your academic writing skills and prepares
you for future research endeavors. Ultimately, it contributes to both your understanding of
qualitative research principles and the broader field of ELL.

Guidelines:
1. Write a research proposal based on your chosen topic and problem.
2. Follow the outline template on the following page.
3. Submit your proposal before the due date, please refer to Litera.
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UNIVERSITAS ISLAM NUSANTARA
Jl. Soekarno-Hatta No. 530 Bandung 40286

TEMPLATE

Full Name : Yusuf Fajar Nuryanto

NIM :
Class : ……
Subject : Qualitative Studies in ELL

Topic: Using Technology as Learning Material to Improve ELL Language skill

The Effect of English Digital Games on Improving ELL Students' Vocabulary

Acquisition
A. Introduction
Today, technology is widely used and cannot be separated from many people's
grasp also we can see this all around us, as almost all of daily activities involve
technology. Some activities, such as entertainment, are enjoyed by many people,
particularly entertainment about digital games, which are popular among students in
schools. As digital games have grown in popularity, they have become one of the
learning materials for students to increase their language knowledge.
Teachers and textbooks are the most important sources of vocabulary acquisition
for students. Nevertheless, it is not simple to do; students must understand the context,
meaning, and application of a word taught by their teacher or textbooks. Games
provide an alternative way for students to increase their vocabulary, which changes
the learning experience and atmosphere. Furthermore, games can help teachers make
teaching new vocabulary fun while also allowing students to easily acquire new
vocabulary.
However, maintain in consideration that the games chosen must be able to
influence their language ability. In addition to the teacher's knowledge of the students'
backgrounds and language and vocabulary skills, the teacher cannot provide games
that are difficult to understand and remember. As a result, it is necessary to identify
games that can pique students' interest in learning while also matching the real-world
context, not only for entertainment but also for education. Interactive relationships
formed while playing games can also help to improve communication between peers,
teachers, and students.
As a result, the purpose of this study is to see if using games as language learning
materials can help ELL students with vocabulary acquisition. Introducing new
vocabulary into games is both an interesting and challenging activity for ELL
students. The issue facing them in the game is how the English language experience
obtained by ELL students when playing digital games. This is an intriguing discussion
in this study about what ELL students acquire when playing digital games;
nevertheless in their English language experience, their experiences get it, and
whether there is a significant change in their abilities. Whenever playing digital
 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS ISLAM NUSANTARA
Jl. Soekarno-Hatta No. 530 Bandung 40286

games, there are plenty of words that are unfamiliar and difficult for ELL students to
understand. Of course, everyone has a strategy when they come across them, but what
about students with limited vocabulary, also have their own way of dealing with them.
This study also wants to find out how ELL students dealt with the unfamiliar words in
the game.
B. Literature Review
Previous research has demonstrated the efficacy of games as an alternative to
improving language learning and vocabulary acquisition for students, in studies
(Alemi, 2010), which investigated the use of word games in expanding students'
vocabulary. Alemi used five word games: twenty questions, riddles, definition games,
passwords, and crosswords. He randomly selected a group of male junior high school
third graders and divided them into two groups: experimental and control. The
experimental group was given word games as a treatment at the end of the session,
whereas the control group was taught words using traditional methods. The two
groups were then given a vocabulary test to determine the difference. The findings
supported the positive impact of word games on vocabulary.
(Patel et al., 2022)'s research was conducted on 136 Ell students in Grades 1 and
2, using the GraphoLearn game. Patel then separated the participants into two groups:
the GL group and the control group. The GraphonLearn game was used to assess the
skills of the GL group, whereas the 'Math Kids- Add, Subtract, Count, and Learn'
game was used for the control group. The control group received the math-based
English game because Patel and his friends were told by the school teacher to
continue with school lesson. At the end of the session, children who played GL made
faster progress than those who did not. He stated that GL was able to quickly and
effectively teach letter sounds, English reading skills, and recognize rhymes and
words using the new knowledge gained.
The same thing was done by (Rankin et al., n.d.), who used Ever Quest 2 as a
testing medium. He assessed the vocabulary acquisition of four participants ranging
from high-level beginner to advanced by documenting each student and introducing
interactions with NPCs, and then calculating the number of word frequencies for each
vocabulary used by NPCs. They evaluated student learning outcomes by comparing
the comprehension of vocabulary used once in the conversation and vocabulary used
more than five times in the NPC dialog. He observed that the advanced ESL student
was confident in their ability, resulting in six more chat messages than the high level
beginner, who produced an average of three chat messages per session, indicating a
positive perception of their ability.
(Wang & Han, 2021) investigated the effect of a popular digital game in China
called "Liulishuo" on English language learners by testing them and measuring
complexity, accuracy, and fluency before and after the test. According to their
findings, the digital game application increased the number of words used by
student in clauses as well as the number of meaningful words among the learners
tested. In (Hashim et al., 2019) conducted their own study using online language
 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS ISLAM NUSANTARA
Jl. Soekarno-Hatta No. 530 Bandung 40286

games to assess 30 intermediate students with proficiency levels ranging from

intermediate to low. He utilized online language games like Socrative, PowerPoint
Challenge Game, and Kahoot! They found that all of the interventions produced
effective results, and that online language games can improve vocabulary to the point
where students do not receive D or E grades. As stated by (Smith et al., 2013),
inference-based computer games have been shown to improve students' vocabulary
acquisition. Their post-test results revealed that playing the game had a significantly
higher vocabulary learning potential.
C. Theoretical and Conceptual Framework

This study seeks to determine the effects that ELL students experience when
playing digital games. (Garris et al., 2002) proposed a general model for the game
input-process-outcome framework. This model emphasizes repeated play, which
includes multiple rounds of assessment, behavior, and feedback.

This will result in specific assessments or reactions from students playing

digital games, such as increased interest, enjoyment, confidence, or fun. Students will
struggle with the instructions at first, but with practice and repetition, they will
remember the instructions and game content. This is consistent with the research, and
the model will assist in reaching all of the study's objectives.
The conceptual framework of this study focuses on the effects of online games
on ELL students' vocabulary improvement by learning about their experiences while
playing online games. Previous research has related many learning activities to
games, even to the point of using the games as teaching materials, demonstrating that
games have an impact on students. The effect itself is the framework for this work,
which can influence students' vocabulary acquisition. The reaction of students to
unfamiliar words, as well as the extent to which students know and the methods used
when dealing with unfamiliar words, are all reasons why this should be investigated.
Based on a review of the literature and guided by this conceptual framework, this
study aims to answer two research questions, specifically the effects of online gaming
on vocabulary acquisition and how students deal with unfamiliar words.

D. Method
This research used a qualitative methodology. According to (Flick, 2010),
qualitative research claims to describe life 'from the inside out', through the eyes of
those who participate. It aims to improve our understanding of social reality by
 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS ISLAM NUSANTARA
Jl. Soekarno-Hatta No. 530 Bandung 40286

focusing on processes, meaning patterns, and structural features. In this study, the
author employs a narrative approach to collect and analyze stories about the effects of
online games and encountering unfamiliar words on word acquisition.
- Participant.
The participants are ten high school students. The participants will be
chosen based on their age, English proficiency, and answers to verbal
questions about their video game experiences. The students are between 11
and 12 years old.
- Data Collection
Face-to-face interview: eight questions were used to find out
participants' interest in games
(Question 1), their experience when playing digital games
(Question 2) What emotions and effects are obtained in playing digital games
(Question 3) the difficulty level of the game vocabulary for participants
(Question 4) whether the vocabulary acquired increased
(Question 5) the number of familiar and unfamiliar words
(Question 6) how to deal with unfamiliar words
(Question 7) If there is no way to deal with unfamiliar words
(Question 8) Whether digital games should be an alternative teaching material.
Survey: Using Online forms are a modern and efficient way to conduct
surveys. This survey is about some games that people have played and their
experiences with them, as well as the vocabulary they have acquired, ranging
from the benefits of playing digital games to changes in vocabulary. Until they
discover unfamiliar words, they will gain insights into their preferences,
opinions, choices, and feedback on this topic.
- Data Analysis
This study uses two types of data analysis: thematic analysis and
narrative analysis. This is in line the study's data collection methods, which
are primarily interviews and surveys. The data will be analyzed in accordance
with the related thematic definitions. It usually refers to a collection of texts,
such as an interview or transcripts. Then, narrative analysis focuses on
interpreting participants' experiences and motivations through the stories they
tell.

E. Expected Outcome
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UNIVERSITAS ISLAM NUSANTARA
Jl. Soekarno-Hatta No. 530 Bandung 40286

An expected outcome of this research is to determine the effects felt by students

who play games. These effects can take the form of fun, interest, more freely expressing
emotions, increased self-confidence, improved mindset, and, most importantly, increased
vocabulary obtained from online games. The author expects this. Next, the students'
unfamiliar words; ways to overcome this include guessing, deeper word analysis,
speculating, and, most importantly, studying more and employing various strategies. The
data collected in this study is expected to be consistent with the expected outcome.
Timeline

Wee Task Description

k

1 Determining themes, research objects, topics and research questions

Notes: Before the weekend must be done.

2 Creating introduction and literature review

Note: Task 1 is Wednesday and Task 2 is Friday.

3 Determining the theoretical and conceptual framework and method approach used
Note: Task 1 is Wednesday and Task 2 is Friday.

4 Creating methodology, participants, data collection and data analysis

Note: Task 1, 2 on Wednesday and Task 3, 4 on Friday

5 Conducting participation search selection and data acquisition.

Note: The search for 10 participants was completed on Wednesday, and data acquisition was
carried out on 2 participants.

6 Conducting data collection

Note: Data collection from 8 participants took place on Friday.

7 Analyzing data and create discussion

Note: two weeks needed to complete

8 Analyzing data and create discussion

9 Creating Limitation and Conclusion

 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS ISLAM NUSANTARA
Jl. Soekarno-Hatta No. 530 Bandung 40286

Notes: Before the weekend must be done.

10 Creating abstracts and finalizing research papers

Notes: Before the weekend must be done.

References
Alemi, M. (2010). Educational Games as a Vehicle to Teaching Vocabulary.

Flick, U. (Ed.). (2010). A companion to qualitative research (Repr). SAGE.

Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, Motivation, and Learning: A Research

and Practice Model. Simulation & Gaming, 33(4), 441–467.

https://doi.org/10.1177/1046878102238607

Hashim, H., Rafiqah M. Rafiq, K., & Md. Yunus, M. (2019). Improving ESL Learners’

Grammar with Gamified-Learning. Arab World English Journal, 5, 41–50.

https://doi.org/10.24093/awej/call5.4

Patel, P., Torppa, M., Aro, M., Richardson, U., & Lyytinen, H. (2022). Assessing the

effectiveness of a game‐based phonics intervention for first and second grade English

language learners in India: A randomized controlled trial. Journal of Computer

Assisted Learning, 38(1), 76–89. https://doi.org/10.1111/jcal.12592

Rankin, Y., Gold, R., & Gooch, B. (n.d.). 3D Role-Playing Games as Language Learning

Tools.

Smith, G. G., Li, M., Drobisz, J., Park, H.-R., Kim, D., & Smith, S. D. (2013). Play games or

study? Computer games in eBooks to learn English vocabulary. Computers &

Education, 69, 274–286. https://doi.org/10.1016/j.compedu.2013.07.015

 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS ISLAM NUSANTARA
Jl. Soekarno-Hatta No. 530 Bandung 40286

Wang, Z., & Han, F. (2021). Developing English language learners’ oral production with a

digital game-based mobile application. PLOS ONE, 16(1), e0232671.

https://doi.org/10.1371/journal.pone.0232671