STUDENTS’ PERCEPTIONS OF USING “PRESENTOWN” IN GRAMMAR LEARNING

A Quantitative Case Study

Abstract

Learning grammar is often challeging for students. Traditional methods of teaching grammar are considered boring and monotous. Therefore, the use of the technology is needed to make learning grammar more engaging and effective. Various digital educational tools for learning grammar are available nowadays. Many applications can be employed in the classroom to ease both teachers and students. One of the most effective tools is games, which can make learning grammar more interactive and enjoyable.

This study aims to examine students’ perceptions on the use of “Presentown”, a self-developed digital game, in grammar learning. The study was conducted at SMP 3 Bae, Kudus involving 32 seventh-grade students as participants. Using a quantitative method, data were collected through a questionnaire. The findings revealed that most students have positive responses towards the use of the game in grammar learning. They indicated that learning through games is an enjoyable and fun activity. Futhermore, the game had a positive impact in enhancing students’ motivation, participation and supporting their grammar learning. This study highlights the importance of integrating technology, especially games, into English classrooms to enhance students’ motivation and engagement.