HIGH SCHOOL STUDENTS’ PERSPECTIVE ON USING DUNGEONS & DRAGONS FOR ENGLISH SPEAKING PRACTICE
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Abstract
This study explores the potential of using Dungeons & Dragons (D&D) as a media for teaching English speaking skills among high school students. The primary objective is to understand students' reactions and responses when D&D is incorporated into their English learning curriculum. Through a series of observations, questionnaire and Interview, students participated in D&D campaigns designed to stimulate verbal communication, critical thinking, and collaborative storytelling. The findings reveal that students exhibited increased engagement, and a positive attitude towards using this unconventional method for learning English. This research aims to shed light on the effectiveness and student perception of gamified learning tools in language education, offering insights for educators seeking innovative approaches to language instruction.
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References
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Abeditehrani, H., Dijk, C., Neyshabouri, M. D., & Arntz, A. (2021). Beneficial Effects of Role Reversal in Comparison to role-playing on negative cognitions about Other’s Judgments for Social Anxiety Disorder. Journal of Behavior Therapy and Experimental Psychiatry, 70. https://doi.org/10.1016/j.jbtep.2020.101599
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Baker, I. S., Turner, I. J., & Kotera, Y. (2022). Role-play Games (RPGs) for Mental Health (Why Not?): Roll for Initiative. In International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-022-00832-y
Bean, A., & Connell, M. (2023). The Rise of the Use of TTRPGs and RPGs in Therapeutic Endeavors. Journal of Psychology and Psychotherapy Research, 10, 1–12. https://doi.org/10.12974/2313-1047.2023.10.01
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Damayanti, M. E., & Listyani, L. (2020). AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN ACADEMIC SPEAKING CLASS. ELTR Journal, 4(2). https://doi.org/10.37147/eltr.v4i2.70
Demirel, M. V., Türkel, A., & Aydın, İ. S. (2020). Speaking self-efficacy beliefs of Turkish university students. Cypriot Journal of Educational Sciences, 15(3). https://doi.org/10.18844/cjes.v15i3.4905
Escande, J. (2023). Foreign Yet Familiar: J. L. Borges’ Book of Imaginary Beings and Other Cultural Ferrymen in Japanese Fantasy Games. Games and Culture, 18(1), 3–26. https://doi.org/10.1177/15554120211060258
Giordano, M. J. (2022). Legitimate Peripheral Participation by Novices in a Dungeons and Dragons Community. Simulation and Gaming, 53(5), 446–469. https://doi.org/10.1177/10468781221119829
Hasibuan, H. I., & Mursita Putri, S. A. S. (2022). Translation Strategy and Terms of Acceptability in a Dungeons and Dragons Translation. International Dialogues on Education Journal, 9(1), 42–63. https://doi.org/10.53308/ide.v9i1.278
Junus, K., Santoso, H. B., & Ahmad, M. (2022). Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class. Education and Information Technologies, 27(2). https://doi.org/10.1007/s10639-021-10670-5
Leung, F.-H., Sirianni, G., & Kulasegaram, K. (2023). Objective Structured Clinical Examination case writing: Lessons from dungeons and dragons. Education in the Health Professions, 0(0). https://doi.org/10.4103/ehp.ehp_27_22
Lorenz, T., Hagitte, L., & Brandt, M. (2022). Do not make me roll initiative: Assessing the Big Five characteristics of Dungeons & Dragons players in comparison to non-players. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1010800
McKenzie, B. (2023). Dungeons and dragons and digital writing: A case study of worldbuilding. Journal of University Teaching and Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.10
Newman, P., & Liu, Y. (2022). Generating Descriptive and Rules-Adhering Spells for Dungeons & Dragons Fifth Edition. Games and Natural Language Processing Workshop at LREC, 25, 54–60. https://www.kaggle.com/code/josephstreifel/dnd-
Saptono, L., Soetjipto, B. E., Wahjoedi, & Wahyono, H. (2020). Role-playing model: Is it effective to improve students’ accounting learning motivation and learning achievements? Cakrawala Pendidikan, 39(1). https://doi.org/10.21831/cp.v39i1.24781
Švelch, J. (2022). Mediatization of tabletop role-playing: The intertwined cases of Critical Role and D&D Beyond. Convergence, 28(6), 1662–1678. https://doi.org/10.1177/13548565221111680
Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3). https://doi.org/10.12973/EU-JER.9.3.967
Wee, S. J., Kim, S. J., Chung, K., & Kim, M. (2022). Development of Children’s Perspective-Taking and Empathy through Bullying-Themed Books and Role-Playing. Journal of Research in Childhood Education, 36(1). https://doi.org/10.1080/02568543.2020.1864523
Means, B., & Neisler, J. (2021). Teaching and learning in the time of COVID: The student perspective. Online Learning, 25(1).
Sujarwo, S., Sukmawati, S., Akhiruddin, A., Ridwan, R., & Siradjuddin, S. S. S. (2020). An analysis of university students’ perspective on online learning in the midst of covid-19 pandemic. Jurnal pendidikan dan pengajaran, 53(2), 125-137.
Reiser, B. J., Novak, M., McGill, T. A., & Penuel, W. R. (2021). Storyline units: An instructional model to support coherence from the students’ perspective. Journal of Science Teacher Education, 32(7), 805-829.
Li, D. (2022). The Shift to Online Classes during the COVID-19 Pandemic: Benefits, Challenges, and Required Improvements from the Students' Perspective. Electronic Journal of E-Learning, 20(1), 1-18.
Lazim, C. S. L. M., Ismail, N. D. B., & Tazilah, M. D. A. K. (2021). Application of technology acceptance model (TAM) towards online learning during covid-19 pandemic: Accounting students perspective. Int. J. Bus. Econ. Law, 24(1), 13-20.
Irkinovich, N. R. (2022). The importance of role-playing game in teaching english in a non-linguistic University. International Journal of Pedagogics, 2(09), 29-32.
Nazarov, R. I. (2022). ROLE-PLAYING AS A METHOD OF TEACHING A FOREIGN LANGUAGE. Academic research in educational sciences, 3(TSTU Conference 1), 561-565.
Nazarov, R. (2023). ENHANCING STUDENTS’SPEAKING SKILLS WITH LANGUAGE GAMES. Журнал иностранных языков и лингвистики, 5(5).
Miranda, J. A., & Wahyudin, A. Y. (2023). PRE-SERVICE TEACHERS’STRATEGIES IN IMPROVING STUDENTS’SPEAKING SKILLS. Journal of English Language Teaching and Learning, 4(1), 40-47.
Mandasari, B., & Aminatun, D. (2020). VLOG: A Tool To Improve Students‟ English Speaking Ability At University Level. Proc. Univ. PAMULANG, 1(1).
Arini, M., & Wahyudin, A. Y. (2022). STUDENTS’PERCEPTION ON QUESTIONNING TECHNIQUE IN IMPROVING SPEAKING SKILL ABILITY AT ENGLISH EDUCATION STUDY PROGRAM. Journal of Arts and Education, 1(2).
Zaitun, Z., Hadi, M. S., & Indriani, E. D. (2021). TikTok as a Media to Enhancing the Speaking Skills of EFL Student's. Jurnal Studi Guru Dan Pembelajaran, 4(1), 89-94.
Abeditehrani, H., Dijk, C., Neyshabouri, M. D., & Arntz, A. (2021). Beneficial Effects of Role Reversal in Comparison to role-playing on negative cognitions about Other’s Judgments for Social Anxiety Disorder. Journal of Behavior Therapy and Experimental Psychiatry, 70. https://doi.org/10.1016/j.jbtep.2020.101599
Alrehaili, E. A., & Al Osman, H. (2022). A virtual reality role-playing serious game for experiential learning. Interactive Learning Environments, 30(5). https://doi.org/10.1080/10494820.2019.1703008
Baker, I. S., Turner, I. J., & Kotera, Y. (2022). Role-play Games (RPGs) for Mental Health (Why Not?): Roll for Initiative. In International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-022-00832-y
Bean, A., & Connell, M. (2023). The Rise of the Use of TTRPGs and RPGs in Therapeutic Endeavors. Journal of Psychology and Psychotherapy Research, 10, 1–12. https://doi.org/10.12974/2313-1047.2023.10.01
Callison-Burch, C., Tomar, G. S., Martin, L. J., Ippolito, D., Bailis, S., & Reitter, D. (2022). Dungeons and Dragons as a Dialog Challenge for Artificial Intelligence. Proceedings of the 2022 Conference on Empirical Methods in Natural Language Processing, EMNLP 2022, 9379–9393.
Damayanti, M. E., & Listyani, L. (2020). AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN ACADEMIC SPEAKING CLASS. ELTR Journal, 4(2). https://doi.org/10.37147/eltr.v4i2.70
Demirel, M. V., Türkel, A., & Aydın, İ. S. (2020). Speaking self-efficacy beliefs of Turkish university students. Cypriot Journal of Educational Sciences, 15(3). https://doi.org/10.18844/cjes.v15i3.4905
Escande, J. (2023). Foreign Yet Familiar: J. L. Borges’ Book of Imaginary Beings and Other Cultural Ferrymen in Japanese Fantasy Games. Games and Culture, 18(1), 3–26. https://doi.org/10.1177/15554120211060258
Giordano, M. J. (2022). Legitimate Peripheral Participation by Novices in a Dungeons and Dragons Community. Simulation and Gaming, 53(5), 446–469. https://doi.org/10.1177/10468781221119829
Hasibuan, H. I., & Mursita Putri, S. A. S. (2022). Translation Strategy and Terms of Acceptability in a Dungeons and Dragons Translation. International Dialogues on Education Journal, 9(1), 42–63. https://doi.org/10.53308/ide.v9i1.278
Junus, K., Santoso, H. B., & Ahmad, M. (2022). Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class. Education and Information Technologies, 27(2). https://doi.org/10.1007/s10639-021-10670-5
Leung, F.-H., Sirianni, G., & Kulasegaram, K. (2023). Objective Structured Clinical Examination case writing: Lessons from dungeons and dragons. Education in the Health Professions, 0(0). https://doi.org/10.4103/ehp.ehp_27_22
Lorenz, T., Hagitte, L., & Brandt, M. (2022). Do not make me roll initiative: Assessing the Big Five characteristics of Dungeons & Dragons players in comparison to non-players. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1010800
McKenzie, B. (2023). Dungeons and dragons and digital writing: A case study of worldbuilding. Journal of University Teaching and Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.10
Newman, P., & Liu, Y. (2022). Generating Descriptive and Rules-Adhering Spells for Dungeons & Dragons Fifth Edition. Games and Natural Language Processing Workshop at LREC, 25, 54–60. https://www.kaggle.com/code/josephstreifel/dnd-
Saptono, L., Soetjipto, B. E., Wahjoedi, & Wahyono, H. (2020). Role-playing model: Is it effective to improve students’ accounting learning motivation and learning achievements? Cakrawala Pendidikan, 39(1). https://doi.org/10.21831/cp.v39i1.24781
Švelch, J. (2022). Mediatization of tabletop role-playing: The intertwined cases of Critical Role and D&D Beyond. Convergence, 28(6), 1662–1678. https://doi.org/10.1177/13548565221111680
Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3). https://doi.org/10.12973/EU-JER.9.3.967
Wee, S. J., Kim, S. J., Chung, K., & Kim, M. (2022). Development of Children’s Perspective-Taking and Empathy through Bullying-Themed Books and Role-Playing. Journal of Research in Childhood Education, 36(1). https://doi.org/10.1080/02568543.2020.1864523
Means, B., & Neisler, J. (2021). Teaching and learning in the time of COVID: The student perspective. Online Learning, 25(1).
Sujarwo, S., Sukmawati, S., Akhiruddin, A., Ridwan, R., & Siradjuddin, S. S. S. (2020). An analysis of university students’ perspective on online learning in the midst of covid-19 pandemic. Jurnal pendidikan dan pengajaran, 53(2), 125-137.
Reiser, B. J., Novak, M., McGill, T. A., & Penuel, W. R. (2021). Storyline units: An instructional model to support coherence from the students’ perspective. Journal of Science Teacher Education, 32(7), 805-829.
Li, D. (2022). The Shift to Online Classes during the COVID-19 Pandemic: Benefits, Challenges, and Required Improvements from the Students' Perspective. Electronic Journal of E-Learning, 20(1), 1-18.
Lazim, C. S. L. M., Ismail, N. D. B., & Tazilah, M. D. A. K. (2021). Application of technology acceptance model (TAM) towards online learning during covid-19 pandemic: Accounting students perspective. Int. J. Bus. Econ. Law, 24(1), 13-20.
Irkinovich, N. R. (2022). The importance of role-playing game in teaching english in a non-linguistic University. International Journal of Pedagogics, 2(09), 29-32.
Nazarov, R. I. (2022). ROLE-PLAYING AS A METHOD OF TEACHING A FOREIGN LANGUAGE. Academic research in educational sciences, 3(TSTU Conference 1), 561-565.
Nazarov, R. (2023). ENHANCING STUDENTS’SPEAKING SKILLS WITH LANGUAGE GAMES. Журнал иностранных языков и лингвистики, 5(5).
Miranda, J. A., & Wahyudin, A. Y. (2023). PRE-SERVICE TEACHERS’STRATEGIES IN IMPROVING STUDENTS’SPEAKING SKILLS. Journal of English Language Teaching and Learning, 4(1), 40-47.
Mandasari, B., & Aminatun, D. (2020). VLOG: A Tool To Improve Students‟ English Speaking Ability At University Level. Proc. Univ. PAMULANG, 1(1).
Arini, M., & Wahyudin, A. Y. (2022). STUDENTS’PERCEPTION ON QUESTIONNING TECHNIQUE IN IMPROVING SPEAKING SKILL ABILITY AT ENGLISH EDUCATION STUDY PROGRAM. Journal of Arts and Education, 1(2).
Zaitun, Z., Hadi, M. S., & Indriani, E. D. (2021). TikTok as a Media to Enhancing the Speaking Skills of EFL Student's. Jurnal Studi Guru Dan Pembelajaran, 4(1), 89-94.