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Enhancing Language Learning in Rural Settings: The SPASS Game Innovation

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Eric Spencer Benidict

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 Chapter 14
Enhancing Language Learning in Rural
Settings: The SPASS Game Innovation
Eric Spencer Benidict

Sk Sasandukon, Pensiangan

hypnohymn@gmail.com

ABSTRACT
The Sentence Puzzle and Skill Structure, or SPASS Game is an innovative educational
intervention addressing challenges in rural language learning in the Pensiangan district.
Targeting sentence construction proficiency, it tackles resource scarcity, technological
constraints, and motivation deficits. The nine-month development involved a dedicated
teacher, frugal resource use, and a deck of 135 durable cards. Results show a 40.86%
average increase in student performance, supported by visual evidence and a checklist
highlighting positive impacts. Dissemination strategies include digital sharing, cross-
language applicability, teacher training, and community workshops. Future enhancements
focus on a redesigned card deck, patenting, and digitalisation.

Keywords: Teaching, English, classroom, game, rural school

1. INTRODUCTION

The SPASS Game responds to challenges faced by a rural school in Pensiangan, addressing
resource scarcity, technological constraints, and motivation deficits in English learning. This
section provides an overview, emphasising its focus on enhancing sentence construction
proficiency among Year four and five students.

1.1 Background

A rural school in Pensiangan grapples with limited teaching resources, technological

constraints, and a motivation deficit in English learning. The SPASS Game project unfolds as
a commitment to navigate these challenges, providing an innovative solution tailored to the
distinct needs of rural primary schools.

1.2 Issues addressed by the SPASS Game

Strategically designed, the SPASS Game addresses specific issues encountered by the
students:
a) Sentence Construction Proficiency: Enhancing students’ proficiency in
constructing sentences, particularly focusing on fundamental language elements.
b) Resource Dilemma in Teaching: Overcoming the scarcity of teaching resources,
ensuring knowledge quest is not hindered.

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 c) Technological Limitations: Complementing technology’s limited reach by
harnessing the power of play.
d) Motivation Deficit: Transforming English language learning into a joyous
exploration, fostering enthusiasm and engagement.

1.3 Objectives of the SPASS Game

a) Objective 1: Fostering Student’s Sentence Construction Skills in English Language

Learning.
b) Objective 2: Enhancing Student Engagement and Enjoyment in Language Learning
in Rural Schools.

2. LITERATURE REVIEW

The literature on rural education consistently underscores challenges faced by schools in

remote settings, encompassing limited access to resources, technological constraints, and a
motivational deficit in language learning. Geographical and socioeconomic factors often
create a resource dilemma, hindering the delivery of quality education (Nurulpaik et al., 2022).
Traditional approaches, though valuable, may fall short in addressing the unique needs of
students in such environments, as reported by Solstad and Karlberg-Granlund (2020).
In response to these challenges, scholars and educators increasingly turn to
innovative approaches, recognising the need for tailored solutions that leverage existing
resources and engage students meaningfully. Game-based learning, particularly, has gained
attention for its potential to transform education (Hussein et al., 2019). Incorporating play into
the learning process has demonstrated the ability to enhance motivation, collaboration, and
skill development (Behnamnia et al., 2020; Hartt et al., 2020).
While several game-based language learning solutions have been developed,
adapting these to the unique challenges of rural education remains an ongoing endeavour.
This literature gap is addressed by the SPASS Game, presenting a frugally designed solution
tailored to the distinct needs of rural primary schools. Drawing from constructivist and
experiential learning theories reported by Case (1993), the SPASS Game creates an
environment where language learning is an active, participatory process, aligning with
contemporary educational philosophies.

3. METHODOLOGY

3.1 Development of the SPASS Game

The systematic and iterative development of SPASS Game involved a needs assessment,
conceptualisation, and design focusing on sentence construction proficiency. The game’s
materials were deliberately chosen for rural settings, and its implementation followed a
structured framework represented by a Gantt chart in Table 1.

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 Table 1: Gantt Chart of the SPASS Game implementation
Months
Project Phase
1 2 3 4 5 6 7 8 9
Project Initiation 🗸 🗸
Game Design and
🗸 🗸
Development
Pre-Implementation Testing 🗸 🗸
Production and Printing 🗸 🗸
Game Implementation 🗸 🗸 🗸 🗸 🗸
Data Analysis and Evaluation 🗸 🗸
Refinement and Future
🗸 🗸
Planning

3.2 Quantitative Data Collection

Quantitative data assessed the impact of the SPASS Game on students’ language proficiency
through pre- and post-implementation assessments. Ethical considerations were paramount
throughout the process, ensuring informed consent and data confidentiality.

4. RESULTS & DISCUSSION

4.1 Student Performance Result

Analysing pre- and post-implementation in classroom-based assessments (PBD) provides

valuable insights into the SPASS Game’s impact on students’ language proficiency as can be
seen in Table 2. PBD assessments covered various levels of understanding, application, and
creativity in sentence construction. Notably, there’s a significant 40.86% average increase in
performance levels (TP), demonstrating the game’s efficacy.

Table 2: Pre- and Post-Implementation Assessment Results

Students Year/Class April PBD result August PBD result
A 4 TP 2 TP 3
B 4 TP 2 TP 2
C 5 TP 3 TP 4
D 5 TP 3 TP 4
E 5 TP 2 TP 4
F 5 TP 2 TP 4
G 5 TP 3 TP 4
H 6 TP 3 TP 4
I 6 TP 4 TP 4
J 6 TP 4 TP 5

4.2 Observational Checklist Results

The final observational checklist offers a comprehensive understanding of the SPASS Game’s
impact on student engagement and enjoyment during gameplay, as presented in Table 3.
Covering aspects like participation frequency, enthusiasm level, and cooperative play, the
checklist results indicate a positive influence on the learning environment. High frequencies
in items such as participation, cooperative play, willingness to take risks, and overall
engagement affirm the game’s effectiveness in fostering a dynamic and positive classroom
environment.
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 Table 3: Final Observational Checklist Results
No Observation Item Low (1) Moderate (2) High (3)
1 Frequency of participation 2 4 4
2 Enthusiasm level 3 4 3
3 Interaction with peers 2 5 3
4 Time-on-task 4 4 2
5 Verbal expression of enjoyment 2 5 3
6 Non-verbal expression of enjoyment 1 6 3
7 Cooperative play (e.g., helping others) 2 3 5
8 Creativity in forming sentences 4 4 2
9 Confidence in sentence construction 4 4 2
10 Use of vocabulary and grammar 2 5 3
11 Engagement with game rules 2 5 3
12 Attention to game instructions 2 5 2
13 Willingness to take risks in sentence creation 1 5 4
14 Adaptation to game challenges 2 5 2
15 Overall engagement and enjoyment 2 4 4

4.3 Discussion

The results collectively demonstrate the SPASS Game’s efficacy in improving students’
sentence construction skills. The significant increase in performance levels aligns with the
collaborative and interactive nature of the game. Moreover, the observational checklist results
provide additional layers of understanding, emphasising the game’s role in enhancing various
aspects of student engagement. Collaborative play, creativity in forming sentences, and
willingness to take risks indicate that the SPASS Game not only addresses language
proficiency but also contributes to a positive and participatory classroom environment. The
versatility of the game is evident in its applicability to diverse learning environments.

5. CONCLUSION & RECOMMENDATION

5.1 Conclusion

In conclusion, the SPASS Game has proven to be a transformative and innovative educational
tool, addressing challenges in rural language learning in the particular rural school. The
analysis of pre- and post-implementation assessments in PBD reveals a substantial 40.86%
average improvement in students’ language writing proficiency, highlighting the positive
impact on understanding and application. The observational checklist further affirms the
game’s success in fostering a dynamic and positive learning environment. The SPASS Game
stands as a beacon of transformative possibilities, effectively enhancing students’ language
learning journey.

5.2 Recommendations

Building on the success of the SPASS Game, recommendations are proposed for its
continued dissemination and improvement:
a. Research and Longitudinal Studies:
• Assess the long-term impact of the SPASS Game on language proficiency.
• Implement studies to track students’ progress over extended periods.
b. Digital Adaptation and Accessibility:
• Develop a user-friendly digital version of the SPASS Game.
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 • Ensure compatibility with various devices for broader accessibility.
c. Community Involvement and Awareness:
• Conduct workshops for parents and community members.
• Create promotional materials to convey the benefits of the game.
d. Collaborative Partnerships:
• Forge collaborations with educational organisations and government agencies.
• Seek feedback from educators and communities for continuous improvement.
e. Patenting and Commercialisation:
• Initiate the patenting process for the SPASS Game.
• Explore strategic partnerships to enhance visibility and accessibility.
f. Continuous Improvement:
• Implement an iterative design process for the SPASS Game.
• Encourage feedback loops for future enhancements.

REFERENCES

Behnamnia, N., Kamsin, A., & Ismail, M. A. B. (2020). The landscape of research on the use of digital
game-based learning apps to nurture creativity among young children: A review. Thinking Skills and
Creativity, 37, 100666.
Case, R. (1993). Theories of learning and theories of development. Educational Psychologist, 28, 219-
233. https://doi.org/10.1207/S15326985EP2803_3.
Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game on: Exploring the effectiveness of game-based
learning. Planning Practice & Research, 35(5), 589-604.
Hussein, M., Ow, S., Cheong, L., Thong, M., & Ebrahim, N. (2019). Effects of Digital Game-Based
Learning on Elementary Science Learning: A Systematic Review. IEEE Access, 7, 62465-62478.
https://doi.org/10.1109/ACCESS.2019.2916324.
Nurulpaik, I., Permana, J., Mirfani, A., Suryana, A., & Yunus, L. (2022). Do Educational Resources (ER)
and Socioeconomic Status (Ses) Affect the Quality of Education?: A Case Study in West Java
Indonesia. International Journal of Early Childhood Special Education. https://doi.org/10.9756/int-
jecse/v14i1.221049.
Solstad, K. J., & Karlberg-Granlund, G. (2020). Rural education in a globalized world. Educational
Research and Schooling in Rural Europe: An Engagement with Changing Patterns of Education,
Space and Place. Charlotte: Information Age Publishing, 49-76.

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