Universal Journal of Educational Research Vol. 7(4A), pp. 35 - 42
DOI: 10.13189/ujer.2019.071406
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Investigating a PC-based Student-made Application and Its Implementation in Young Learners' Classroom


Ida Zuraida Supri *, Ervina C. M. Simatupang , Hendar
Department of English, Widyatama University, Indonesia

ABSTRACT

Games are inseparable in young learners’ classes. One of the reasons they are employed in the classroom is due to young learners’ short attention span (Brown: 2000, Harmer: 2002). Games are inserted in learning process to sustain young learners’ interest and to make them focus on the topic learned. Cross (1992) accentuates that games reduce tension by adding fun and humor to lessons and they add an element of competitiveness that motivates learners to participate. Furthermore, Read (2007) states that games provide stimulation, variety, interest and motivation. It is evident that games are beneficial for young learners’ learning. They allow students to actively involve both physically and cognitively which may reduce boredom in learning. However, there only few game applications, specifically, Personal Computer (PC) game available for teachers to use which can support young learners learning English. Some established English learning websites provide games for young learners but the number is still limited. Concurrently, a student from Informatics Engineering of Widyatama University worked on his course project on building PC games applications for children. The PC game applications were then used in young learners’ class. Therefore, this paper will discuss 1) the PC-based- games made by student in terms of the attendance of young learners’ characteristics of learning, 2) the implementation of using the above game applications, and 3) Young learners’ responses to the game applications.

KEYWORDS
Young Learners, Games, Learning

Cite this paper
Ida Zuraida Supri , Ervina C. M. Simatupang , Hendar . "Investigating a PC-based Student-made Application and Its Implementation in Young Learners' Classroom." Universal Journal of Educational Research 7.4A (2019) 35 - 42. doi: 10.13189/ujer.2019.071406.