Enhancing grammar mastery through climbing castle app: A game-based learning for secondary students in Blitar
DOI:
https://doi.org/10.17509/ctthnz26Keywords:
Climbing castle app, effectiveness, increment grammar masteryAbstract
With the undeniable growth of digital learning as a cutting-edge educational technology, there is a growing demand for diverse digital grammar learning experiences for secondary-level students. This study examines the effectiveness of Android-based games in enhancing grammar learning by utilizing a quasi-experimental design, featuring controlled and experimental groups, to evaluate the effectiveness of the Climbing Castle app game. Seventy secondary-level students from an Indonesian school, aged 13 to 15, participated in the study. The results of this study indicated a significant improvement in students’ grammar skills, particularly in understanding and applying the simple present and past tenses. Using the Climbing Castle app, the experimental group demonstrated a substantial improvement in their grammar scores from the pre-test to the post-test, with a 5.5 point gain from 62 to 68. By comparison, the control group had a rise of 0.4 points from 60 to 61. A comparative analysis indicates that the Climbing Castle app had a more significant beneficial impact on the acquisition of grammatical skills compared to conventional learning methods for junior high school students in Blitar. The findings provide teachers with an alternative digital tool to foster grammar learning in engaging ways. Academically, the study contributes to the growing body of research on game-based learning and offers a foundation for further investigations into its long-term impact on language proficiency.
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