ICT-Based Interactive Game in TEYL: Teachers’ Perception, Students’ Motivation, and Achievement

Ni Made Ratminingsih, Luh Putu Putrini Mahadewi, Dewa Gede Hendra Divayana


Teaching English for young learners (TEYL) has been entering curriculum of EFL in many countries. Theories conceptualize that the earlier the learners are familiarized with the language, the better their acquisition will be. The main goal of TEYL is to give foundation of simple oral communication skills as the basis for further written communication skills. This research was a descriptive study which aimed to explain: (1) teachers’ perception of the effectiveness of the program, and (2) the students’ motivation and learning achievement after being taught with ICT-based interactive game. There were 30 primary school English teachers participated in this study and given a one day in-service teacher training program on the implementation of ICT-based interactive game, which was further followed with three mentoring sessions to six representative schools determined by random sampling of two clusters. The result shows that the teachers had a very good perception on the program, in which the training was considered to help them increase their knowledge and skills in preparing lesson plans and conducting teaching. Furthermore, the students had a very good motivation in learning English by the facilitation of ICT-based interactive games and consequently they had a better learning achievement.


ICT-Based Interactive Game; Learning Achievement; Motivation; Perception; TEYL

Full Text:


Copyright (c) 2018 Dewa Gede Hendra Divayana, Ni Made Ratminingsih, Luh Putu Putrini Mahadewi

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
Creative Commons License
Scopus logo Clarivate Analyatics ESCI logo EI Compendex logo IET Inspec logo DOAJ logo DBLP logo Learntechlib logo EBSCO logo Ulrich's logo Google Scholar logo MAS logo