STUDENTS’ PERCEPTIONS ON THE USE OF GAME-BASED LEARNING FOR VOCABULARY MASTERY AT ENGLISH DEPARTMENT OF UIN RADEN INTAN LAMPUNG

FADHILA AZIZAH, SEPTYANINGRUM (2026) STUDENTS’ PERCEPTIONS ON THE USE OF GAME-BASED LEARNING FOR VOCABULARY MASTERY AT ENGLISH DEPARTMENT OF UIN RADEN INTAN LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT The rapid advancement of educational technology has led to the increased use of game-based learning in English language teaching, particularly for vocabulary mastery. Digital platforms such as Kahoot and Quizizz have become popular tools to create interactive and engaging learning environments. In the context of higher education, vocabulary mastery is essential for English department students to support their academic and communicative competence. Therefore, understanding students‟ perceptions of game-based learning is important to evaluate its effectiveness and suitability as a learning strategy in vocabulary instruction. This study aimed to analyze students‟ perceptions of the use of game-based learning for vocabulary mastery at the English Department of UIN Raden Intan Lampung. The research employed a quantitative approach with a non-experimental survey design. The participants consisted of 173 English Department students. Data were collected through a questionnaire containing 25 items that covered students‟ experience, perceptions, advantages, and disadvantages of using Kahoot and Quizizz. The collected data were analyzed using descriptive statistical techniques, including mean scores, frequency, and percentage. The results showed that students had high to very high positive perceptions of game-based learning in vocabulary learning. The results of the study show that Kahoot and Quizizz increase student motivation, engagement, and active participation, as well as supporting vocabulary comprehension and retention. Although several challenges were reported, such as technical problems and internet dependency, these issues did not significantly reduce students‟ positive perceptions. In conclusion, game-based learning is an effective and engaging approach to support vocabulary mastery and is recommended as a supplementary learning strategy in English language instruction.

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