The Implementation of Traditional Game in Enhancing Students’ Motivation
Abstract
This study aims to analyze the implementation of traditional games in English learning and their impact on student motivation at SMPN 20 Kendari. A descriptive qualitative method was used with purposive sampling, involving class 7F students as research subjects. Data were collected through interviews and classroom observations, then analyzed through data reduction, data presentation, and conclusion drawing. The results show that the Lengko-Lengko game significantly increases students’ interest, attention, and participation in learning. The classroom becomes more interactive and enjoyable, encouraging teamwork, responsibility, and student confidence in discussions and asking questions. Beyond academic achievement, the game also strengthens character, promotes positive cultural values, and enhances social relationships among students. Lengko-Lengko proves to be an effective and innovative teaching method that can be applied not only in English lessons but also across other subjects to create meaningful and engaging learning experiences.
Keywords
Full Text:
PDFReferences
Adi, B. S., & Muthmainah, M. (2020). Implementasi permainan tradisional dalam pembelajaran anak usia dini sebagai pembentuk karakter bangsa. Jurnal Pendidikan Anak, 9(1), 33–39.
Adi, B. S., Irianto, D. P., & Sukarmin, Y. (2022). Teachers’ perspectives in motor learning with traditional game approach for early childhood. Cakrawala Pendidikan, 41(1), 1–11.
Ahmad, E. (2023). Peningkatan kemampuan berpikir kreatif guru sekolah dasar dalam memanfaatkan permainan tradisional pada proses pembelajaran di SDN 03 Bukit Kemuning tahun 2022. Primer: Jurnal Ilmiah Multidisiplin, 1(2), 125–136.
Amrullah, F. A., Priyono, B., & Pramono, H. (2023). The effect of traditional game approach on improving motivation and learning outcomes of physical education. JUARA: Jurnal Olahraga, 8(2), 758–767.
Amrullah, M., Sari, D. P., & Hidayat, R. (2023). Traditional games as a medium for emotional expression in language learning. Journal of Educational Psychology, 15(2), 112–125.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011). Gamification: Using game-design elements in non-gaming contexts. In CHI’11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425–2428).
Fauzi, A., Ramadhani, R., & Nurhayati, T. (2023). Cultural games and emotional well-being in adolescent learners. Indonesian Journal of Educational Research, 11(1), 45–58.
Fauzi, R. A., Suherman, A., Saptani, E., Dinangsit, D., & Rahman, A. A. (2023). The impact of traditional games on fundamental motor skills and participation in elementary school students. International Journal of Human Movement and Sports Sciences, 11(6), 1368–1375.
Figna, H. P., Rukun, K., & Irfan, D. (2020, September). Kepraktisan dan efektivitas media pembelajaran berbasis web. In Simposium Riset Ilmu Sosial, Humaniora, dan Pendidikan (pp. 52–56). Redwhite Press.
Hayati, H. S., Myrnawati, C., & Asmawi, M. (2017). Effect of traditional games, learning motivation and learning style on childhoods gross motor skills. International Journal of Education and Research, 5(7), 53–66.
Hayati, N., Suryani, E., & Prasetyo, B. (2017). Joyful learning through traditional games: Enhancing retention and student attitudes. Journal of Early Childhood Education, 5(3), 78–90.
Hikmah, D. (2019). Media for language teaching and learning in digital era. International Journal of English Education and Linguistics (IJoEEL), 1(2), 36–41.
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 55(3), 1–12.
Huffman, K., Vernoy, M. W., & Vernoy, J. (1997). Psychology in action (4th ed.). John Wiley & Sons.
Huffman, K., Vernoy, M., & Vernoy, J. (1997). Psychology in action (5th ed.). John Wiley & Sons.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346
Mead, G. H., & Blumer, H. (1969). Symbolic interactionism: Perspective and method. Prentice-Hall.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Miratunnisah, M. (2024). Group-based traditional games and role awareness in collaborative learning. Journal of Educational Sociology, 9(1), 33–47.
Miratunnisah, M. (2024). Study of literature: The role of traditional games as a learning media to instill character education in elementary school students. MANDALIKA: Journal of Social Science, 2(1), 13–20.
Muhaimin, L. H., & Juandi, D. (2023). The role of learning media in learning mathematics: A systematic literature review. Journal of Mathematics and Mathematics Education, 13(1), 85–107.
Petina, F. (2023). The implementation of instructional media in teaching English to young learners. Journal of English Teaching and Linguistics Studies (JET Li), 5(1), 36–46.
Rahayu, W. I. (2022). Penerapan permainan tradisional engklek sebagai media pembelajaran bahasa Indonesia pada siswa sekolah dasar. Jurnal Guru Kita, 7(1), 48–58.
Rusli, T. I., Sain, Y., & Rohmiati, H. (2023). Permainan tradisional Bumi Anoa (Sulawesi Tenggara). Penerbit Deepublish (Grup Penerbitan CV Budi Utama).
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement–Replicating and extending previous findings. Frontiers in Psychology, 10, 464340.
Stratton, S. J. (2024). Purposeful sampling: Advantages and pitfalls. Prehospital and Disaster Medicine, 39(2), 121–122.
Sudjana, N. (2005). Dasar-dasar proses belajar mengajar. Sinar Baru Algensindo.
Sudjana. (2005). Metode statistika. Tarsito.
Sujiono, Y. (2005). Permainan tradisional sebagai media pembentukan karakter anak. Universitas Negeri Jakarta Press.
Thalib, S. B., & Ahmad, M. A. (2020). The outdoor learning modules based on traditional games in improving prosocial behaviour of early childhood. International Education Studies, 13(10), 88–104.
Vu, T., Magis-Weinberg, L., Jansen, B. R., van Atteveldt, N., Janssen, T. W., Lee, N. C., ... & Meeter, M. (2022). Motivation-achievement cycles in learning: A literature review and research agenda. Educational Psychology Review, 34(1), 39–71.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Winkel, W. S. (1996). Psikologi pendidikan dan evaluasi belajar. Grasindo.
Winkel, W. S. (1996). Psikologi pengajaran. Grasindo.
Zajda, J. (2021). Global pedagogies and cognitive engagement in the classroom. Springer.
Zajda, J., & Zajda, J. (2021). Motivation in the classroom: Creating effective learning environments. In Globalisation and Education Reforms: Creating Effective Learning Environments (pp. 17–34). Springer.
Zhang, S., Jiang, L., Xu, J., & Yi, X. (2024). The influence of teacher emotional support in feedback on feedback literacy: Multiple mediation effect. Current Psychology, 1–12.
Zhang, Y., Liu, H., & Chen, W. (2024). Teacher feedback and student engagement in game-based learning environments. Journal of Educational Technology, 18(1), 59–74
DOI: https://doi.org/10.31004/jele.v10i5.1407
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Frizka Filandari, Yuliyanah Sain, Rahmat Nasrullah, Tri Indah Rusli
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
