CHAPTER 1: INTRODUCTION
Background of the Study
Problem Formulation
Aims and Benefits of the Research
To find out if there is an element of game-enhanced language learning in the massively multiplayer online game (MMOG) Clash of Clans. To discover multiplayer online games (MMOG) Clash of Clans can be categorized as one of the enhanced language learning media.
Significance of the Research
LITERATURE REVIEW
Review of Previous Study
Rankin, Gold, and Booch also conducted a study titled “3D Role-Playing Games as Language Learning Tools.” Kongmee et.al, from Northumbria University, UK, conducted a study on “Using Massively Multiplayer Online Role Playing Games (MMORPGs) to Support Second Language Learning: Action Research in the Real and Virtual World”.
Review of the Related Theories
The Concept of Digital Games Language Learning Media
Underlying paradigm and Theories
Then the researcher would observe all the parts of the game that might fit as language learning elements. Helping Every Child Reach and Exceed Standards”, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, Vol. There are some options that can be found in the game so that the players can choose the preferred settings on their own.
This element is also reflected in the media aspect of language learning, which can help learners manifest their learning. Some images below show the existence of the rules in the form of notice that applied in the game. The competition can be seen in the level of players (yellow dotted box) and clan (red dotted box).
As can be seen in Figure 20d, the feature is one of the aces in the game. Figure 22d shows the personality of the "Master Builder" and his huge role in the game. It can be seen in the green dashed box. Amaan shared his experiences in the clan.
Up to this point it can be seen that some of the membership in a certain safe clan enclosure can happen in the game. In the blurry dashed box score, it's clear that Crimson has taken the jokes nicely. This conversation shown in Figure 28 shows that the last element of the reasoning of MMORPGs exists in the game.
The major goal and purpose in the game helps the player to manifest the game activity.
RESEARCH METHODOLOGY
The Type and Characteristic of Research
Data Sources
Primary data sources are information that is collected directly from real people, situations, environments and behaviors, etc. 86 The secondary data sources of this research are taken as books/literature, articles, magazines and websites related to the research.
Data Collection
85 The primary data sources of this study consist of various dialogue scripts, excerpts and screenshots, which are collected by the researcher himself by diving into the natural environment during the observation. Some observational guidelines followed would help the researcher draw some of the patterns and features that exist in the natural environment. Since the data would be collected within the platform to match natural conditions, the researcher dove right into the game and became the player.
Documentation is another type of research instrument that allows researchers to obtain some data in a retrievable form and keep it organized. The documentation involves the raw data collected in the observations or interviews, records by the researcher about his decisions regarding the data resources, the documentation of some files in the course of working on the hypothesis and analyzing it, analysis of data, etc. data can be in the form of computer images, photographs, virtual world settings and so on.88.
The data collected in this observational research would be organized and analyzed by the researcher to discover the language learning elements attached as a function of the game.
Data Analysis
Approach
RESULT OF THE RESEARCH
Language Learning Media Elements in Clash of Clans Game
Language Learning Media Elements
The name of the device indicated in images 2a and 2b is marked with the yellow dotted box. If players need more detailed information, the last feature: "Wikia.com". image 2c) can be accessed outside the game by clicking on the link under the "For You" tab (image 2a) indicated in the blue dotted box. The setting also consists of the preferred language in use, indicated by the yellow dashed box in image 4a.
There are a few languages that the player can choose from, as you can see in Figures 4b, 4c and 4d. It points to the "Chat" features available in the game for mutual communication between players. Players can also find a sufficient description of the unit or new things already available in the game itself, presented in Figure 6c.
This feature acts as an independent source of description that describes anything in the game. Picture 9a, 9b, 9c and 9d show the same feature, namely; "Tutorial Introduction" which will be encountered by the players at the beginning of the game. 110 National Staff Development Council, "The Leading Teacher", Teachers Teaching Teachers, (http://learningforward.org/publications/leading-teacher/leading-teacher-blog/the-leading-teacher teachers-teaching-teachers-march-2010 -vol .-5-no.-6), Vol.
Elements of Game-Enhanced Language Learning Benefits
From Table 6, it can be seen that the conversation clearly takes place between the two players, as shown in Figure 12. The conversation takes place in Figure 12a, which starts when the explorer joins the clan (yellow dashed box). This conversation illustrates that the environment that exists in the game is authentic as a learning community.
Mr. Artaz "in my place, the people who went there would appear in the history book. 118 Since players may meet several locals in the game, cross-cultural understanding usually occurs. One such statement can be found in spoken discourse in everyday domestic activities.
These kinds of elements are needed by the language learners so that they can practice their language skills in the real natural environment. In image 15a, the player asked Crimson for some information from the researcher (yellow dashed box). 124 Through lexical elements, grammatical development, especially in the children's stage, can be driven and increased.
Elements of Prensky’s Computer Games for Learning Structure 87
The red dashed box marker in the upper right corner of the image shows the column with the "Find a Match" feature in the game (will be discussed later in the segment below), which shows the winning or losing status of the players. The level of competition is measured by the number of players or clan in "Find a match". The permission of player-to-player interaction can be seen in the function of the chat function, which has already been explained in the segment above (see segment 1, section b).
Certain characters and personas in the game are created to reinforce the presence of that representation. Villagers” (see section 1 segment f) are giving some advice and instructions that happen at the beginning of the game. Later in the game when the player already reaches a certain level, the "Night Village" will be unlocked and some additional stories will be experienced by the player.
In Figure 26, the conversation that took place between the researcher and the clanmates Amaan and THE DEAD MAN can be examined. Then one of the clan mate Amaan was amazed by the researcher's choice of words and scolded the language norms of the society (red dotted box). Some jokes and laughter can be seen during the conversation, while the researcher nicely took part in the community.
The Elements Based Viability Categorization
CONCLUSIONS AND SUGGESTIONS
Conclusions
The Clash of Clans game contains all elements that a game needs to be categorized as language learning media. Since all the elements exist, it can also be categorized as a game that enhances the language learning activity and can be used as a language learning media. There is a changing paradigm that has emerged over the centuries since the development of computerized and electrical technologies and the onset of high-tech education.
The latest information technology itself, which adapts the efficiency of the personal user, provides a new kind of model for the language learning aid. One of the most branding concepts is to shape a new paradigm for the aid in terms of the support capacity of the educational aid itself. It comes since the advent of technology, which offers real function: to help people independently.
That concept encourages the self-taught characteristic (autonomous learning) and rewrites the old concept of how the aid is useful to people – change the trend from conventional education to the modern one, of using aid for. First, the resource is intended to support the teacher's role in the classroom, then it is turned into a resource or medium that helps students maintain their own learning goals. This change also brings with it a new trend for contemporary learning approaches, which is the transformation from the old teacher-centered approach to the latest student-centered approach.
Suggestions
The existence of boundaries and frameworks is manifested in the game in some goals and objectives. The authenticity of the learning environment found in the game lets the player dive directly into the natural environment. Since the player interaction in the game is in the form of a written product, the players can provide some lexical learning.
The name of the device indicated in images 2a and 2b is marked with the yellow dotted box. In this section, the "Wizard" device is taken as an example, and the description is given in the red dotted box. First, players can find the unit description just by opening the "For You" tab (picture 2a) to look for one.
Figure 9b refers to players being asked to modify the position of the building in the village layout. These can be seen in picture 22a and 22b in which the "Villagers" (see section 1 segment f) are giving some advice and instructions that happen at the beginning of the game. An additional character also introduced in Night Village, known as the Master Builder.
The pin point comes in the blue dashed box marker when the researcher stated his expectation of the same experiences. In the red dashed marker, the researcher then apologized to the community for the mistake and asked for help learning the target language.
