STUDENTS’ PERCEPTION AND ATTITUDE ON ‘CODE HUNTING’ FOR OUTDOOR GRAMMAR LEARNING
Main Article Content
Abstract
For far too long, grammar lesson has been a concern amongst English teachers and a challenging journey for EFL learners. The conventional grammar learning process tended to be considered boring and complicated by students due to the monotonous teaching method used by teachers which leads to the students’ disengagement. Therefore, the researchers tried to employ a new grammar teaching strategy called ‘Code Hunting’. This survey research aimed to investigate the students’ perspectives towards the use of Code Hunting in the grammar learning process. In this research, the researchers used a quantitative method with descriptive quantitative as the research design. The participants were 60 11th-grade students in one of the senior high schools in Batu, East Java. The findings of this research showed that most students strongly agreed that grammar learning through Code Hunting was easier to understand, far more engaging, and increased their willingness to learn grammar. This research implies that Code Hunting is an effective tool to teach grammar. Thus, it is recommended for English teachers to use Code Hunting and could be offered as a strategy to create an interesting learning experience, especially in the grammar learning process. Furthermore, it is suggested for future researchers to explore more of the students’ perspectives using interview session in order to collect more in-depth information on the impact of Code Hunting.
Article Details
How to Cite
Huda, R. N., & Sujannah, W. D. (1). STUDENTS’ PERCEPTION AND ATTITUDE ON ‘CODE HUNTING’ FOR OUTDOOR GRAMMAR LEARNING. English Review: Journal of English Education, 12(2), 695-702. https://doi.org/10.25134/erjee.v12i2.9892
Issue
Section
Articles
All articles published in English Review: Journal of English Education (ERJEE) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Copyright Ownership
Authors retain the copyright of their articles and grant ERJEE the right of first publication. The journal is granted a non-exclusive license to publish, reproduce, and distribute the article in any format, medium, or platform, provided that proper credit is given to the original authors.
License Terms – CC BY 4.0
Under the Creative Commons Attribution 4.0 International License, others are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially
As long as they:
- Provide appropriate credit to the original author(s) and source
- Provide a link to the license (https://creativecommons.org/licenses/by/4.0/)
- Indicate if any changes were made
There are no restrictions on the reuse, reproduction, or adaptation of published articles as long as attribution is properly given.
Author Warranties
By submitting a manuscript to ERJEE, authors confirm that:
- The work is original and does not infringe any existing copyright.
- The manuscript has not been previously published and is not under consideration elsewhere.
- All sources and references are appropriately acknowledged.
- Necessary permissions have been obtained for any copyrighted materials used.
References
Daskan, A. (2023). The Challenges of Grammar Learning and Teaching and Students’ Perceptions in EFL Classes–Tishk International University, Erbil Case. International Journal of Social Sciences & Educational Studies, 10(3).
Effendi, M. S., Rokhyati, U., Rachman, U. A. M., Rakhmawati, A. D., & Pertiwi, D. (2017). A study on grammar teaching at an English education department in an EFL context. International Journal on Studies in English Language and Literature, 5(1), 42-46.
Larsen-Freeman, D., & DeCarrico, J. (2019). Grammar. In An introduction to applied linguistics (pp. 19-34). Routledge.
Tu, T. H. P. (2022). The Effects of Using Education Technology Tools on Learning Grammar for Students in Secondary School. International Journal of Language Instruction, 1(1), 41-52.
Zahirah, K. F. (2019). The impacts of m-learning for students in improving their grammar. In The 7th Undergraduate Conference on ELT, Linguistic and Literature (2019) (p. 138).
Abid Ali, B. (2021). Impact of Smartphone: A Review on Negative Effects on Students. PalArch's Journal of phuongArchaeology of Egypt/Egyptology, 18(4), 5710-5718.
Rivkin, M. S. (1995). The great outdoors: Restoring children's right to play outside. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426.
Wells, N. M. (2000). At home with nature: Effects of “greenness” on children’s cognitive functioning. Environment and behavior, 32(6), 775-795.
Zarzycka-Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar?. Teaching English with Technology, 16(3), 17-36.
Bracho Mosquera, A.S., Román-Mireles, A., Rodríguez- Álvarez, A.M., Ormaza Esmeraldas, E.D., Nieves-Lizárraga, D.O., Viridiana Velarde- Osuna, D., Olguín-Martínez, C.M., Bracho Rivera, M.A., Bracho Rivera, R.I., Ramos Perez, R.L., Villacorta Guzmán, J.R., Romero- Carazas, R., Vera Barrios, B.S., Rodríguez Vásquez, M.P., Buelna-Sánchez, R., De Jesús De La Paz Rosales, M.T., Rosillo Suárez, N., & Mora-Barajas, J.G. (2024). Gamification and development of social skills in education. AG Salud, 2, 58-58.
Palmárová, V., & Lovászová, G. (2012). Mobile technology used in an adventurous outdoor learning activity: A Case Study. Problems of Education in the 21st Century, 44, 64.
Can, S. (2023). Exploring the Transformed Landscape of Grammar Learning in Language Education: Unveiling Teaching Insights through Harnessing the Flipped Classroom Approach's
Potential. International Journal of Linguistics, Literature and Translation, 6(10), 13-28.
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26, 3251-3278.
Cabrera-Solano, P. (2022). Game-Based Learning in Higher Education: The Pedagogical Effect of Genially Games in English as a Foreign Language Instruction. International Journal of Educational Methodology, 8(4), 719-729.
Abdullah Alhebshi, A., & Gamlo, N. (2022). The effects of mobile game-based learning on Saudi EFL foundation year students’ vocabulary acquisition. Arab World English Journal (AWEJ) Volume, 13.
Natawiria, A. S., & Riduwan, H. I. (2010). Statistika Bisnis. Bandung: Alfabeta.
Yıldırım, G., & Akamca, G. Ö. (2017). The effect of outdoor learning activities on the development of preschool children. South African journal of education, 37(2).
Son, J. B. (2018). Teacher development in technology- enhanced language teaching. Springer International Publishing.
Baharudin, N. A. A., & Yunus, M. M. (2018). GRAMMODO: a platform in learning grammar among ESL learners in Malaysia. Innovation for Sustainable Growth, 106-108.
Kumayas, T., & Lengkoan, F. (2023). The challenges of teaching grammar at the university level: Learning from the experience of English lecturer. Journal of English Culture, Language, Literature and Education, 11(1), 98-105.
Syafiqah Yaccob, N., & Md Yunus, M. (2019). Language games in teaching and learning English grammar: A literature review. Arab World English Journal (AWEJ) Volume, 10.
Pastini, N. W., & Lilasari, L. N. T. (2023). Empowering EFL students: A review of student-centred learning effectiveness and impact. Journal of Applied Studies in Language, 7(2), 246-259.
Łodzikowski, K., & Jekiel, M. (2019). Board games for teaching English prosody to advanced EFL learners. ELT Journal, 73(3), 275-285.
Delgado-Algarra, E. J. (Ed.). (2020). ICTs and innovation for didactics of social sciences. IGI Global.
Yavuz, F., Ozdemir, E., & Celik, O. (2020). The Effect of Online Gamification on EFL Learners' Writing Anxiety Levels: A Process-Based Approach. World Journal on Educational Technology: Current Issues, 12(2), 62-70.
Ardi, P., & Rianita, E. (2022). Leveraging gamification into EFL grammar class to boost student
engagement. Teaching English with Technology, 22(2), 90-114.
Castillo-Cuesta, L. (2020). Using digital games for enhancing EFL grammar and vocabulary in higher education. International Journal of Emerging Technologies in Learning (iJET), 15(20), 116-129.
Effendi, M. S., Rokhyati, U., Rachman, U. A. M., Rakhmawati, A. D., & Pertiwi, D. (2017). A study on grammar teaching at an English education department in an EFL context. International Journal on Studies in English Language and Literature, 5(1), 42-46.
Larsen-Freeman, D., & DeCarrico, J. (2019). Grammar. In An introduction to applied linguistics (pp. 19-34). Routledge.
Tu, T. H. P. (2022). The Effects of Using Education Technology Tools on Learning Grammar for Students in Secondary School. International Journal of Language Instruction, 1(1), 41-52.
Zahirah, K. F. (2019). The impacts of m-learning for students in improving their grammar. In The 7th Undergraduate Conference on ELT, Linguistic and Literature (2019) (p. 138).
Abid Ali, B. (2021). Impact of Smartphone: A Review on Negative Effects on Students. PalArch's Journal of phuongArchaeology of Egypt/Egyptology, 18(4), 5710-5718.
Rivkin, M. S. (1995). The great outdoors: Restoring children's right to play outside. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426.
Wells, N. M. (2000). At home with nature: Effects of “greenness” on children’s cognitive functioning. Environment and behavior, 32(6), 775-795.
Zarzycka-Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar?. Teaching English with Technology, 16(3), 17-36.
Bracho Mosquera, A.S., Román-Mireles, A., Rodríguez- Álvarez, A.M., Ormaza Esmeraldas, E.D., Nieves-Lizárraga, D.O., Viridiana Velarde- Osuna, D., Olguín-Martínez, C.M., Bracho Rivera, M.A., Bracho Rivera, R.I., Ramos Perez, R.L., Villacorta Guzmán, J.R., Romero- Carazas, R., Vera Barrios, B.S., Rodríguez Vásquez, M.P., Buelna-Sánchez, R., De Jesús De La Paz Rosales, M.T., Rosillo Suárez, N., & Mora-Barajas, J.G. (2024). Gamification and development of social skills in education. AG Salud, 2, 58-58.
Palmárová, V., & Lovászová, G. (2012). Mobile technology used in an adventurous outdoor learning activity: A Case Study. Problems of Education in the 21st Century, 44, 64.
Can, S. (2023). Exploring the Transformed Landscape of Grammar Learning in Language Education: Unveiling Teaching Insights through Harnessing the Flipped Classroom Approach's
Potential. International Journal of Linguistics, Literature and Translation, 6(10), 13-28.
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26, 3251-3278.
Cabrera-Solano, P. (2022). Game-Based Learning in Higher Education: The Pedagogical Effect of Genially Games in English as a Foreign Language Instruction. International Journal of Educational Methodology, 8(4), 719-729.
Abdullah Alhebshi, A., & Gamlo, N. (2022). The effects of mobile game-based learning on Saudi EFL foundation year students’ vocabulary acquisition. Arab World English Journal (AWEJ) Volume, 13.
Natawiria, A. S., & Riduwan, H. I. (2010). Statistika Bisnis. Bandung: Alfabeta.
Yıldırım, G., & Akamca, G. Ö. (2017). The effect of outdoor learning activities on the development of preschool children. South African journal of education, 37(2).
Son, J. B. (2018). Teacher development in technology- enhanced language teaching. Springer International Publishing.
Baharudin, N. A. A., & Yunus, M. M. (2018). GRAMMODO: a platform in learning grammar among ESL learners in Malaysia. Innovation for Sustainable Growth, 106-108.
Kumayas, T., & Lengkoan, F. (2023). The challenges of teaching grammar at the university level: Learning from the experience of English lecturer. Journal of English Culture, Language, Literature and Education, 11(1), 98-105.
Syafiqah Yaccob, N., & Md Yunus, M. (2019). Language games in teaching and learning English grammar: A literature review. Arab World English Journal (AWEJ) Volume, 10.
Pastini, N. W., & Lilasari, L. N. T. (2023). Empowering EFL students: A review of student-centred learning effectiveness and impact. Journal of Applied Studies in Language, 7(2), 246-259.
Łodzikowski, K., & Jekiel, M. (2019). Board games for teaching English prosody to advanced EFL learners. ELT Journal, 73(3), 275-285.
Delgado-Algarra, E. J. (Ed.). (2020). ICTs and innovation for didactics of social sciences. IGI Global.
Yavuz, F., Ozdemir, E., & Celik, O. (2020). The Effect of Online Gamification on EFL Learners' Writing Anxiety Levels: A Process-Based Approach. World Journal on Educational Technology: Current Issues, 12(2), 62-70.
Ardi, P., & Rianita, E. (2022). Leveraging gamification into EFL grammar class to boost student
engagement. Teaching English with Technology, 22(2), 90-114.
Castillo-Cuesta, L. (2020). Using digital games for enhancing EFL grammar and vocabulary in higher education. International Journal of Emerging Technologies in Learning (iJET), 15(20), 116-129.