INCREASING THE TENTH GRADE STUDENTS’ WRITING SKILL AND MOTIVATION BY USING DICE GAME TECHNIQUE AT SMK NEGERI 2 INDRALAYA UTARA
DOI:
https://doi.org/10.31851/9ww30868Keywords:
Dice Game Technique, writing skill, Motivation, Descriptive Text, Classroom Action ResearchAbstract
The Purpose of the study is to increase the writing skill and motivation of tenth-grade students by using the Dice Game Technique in English writing instruction, particularly in composing descriptive texts at SMK Negeri 2 Indralaya Utara. This study employed Classroom Action Research conducted in Class X TKJ 1 of SMK Negeri 2 Indralaya Utara involving 21 students during the 2024/2025 academic year. Data were collected through writing tests, classroom observations, and interviews, and the study was implemented in two cycles consisting of planning, acting, observing, and reflecting stages. The results showed an increase in students’ writing skill and motivation. In Cycle I, 80.95% of students reached the Minimum Mastery Criterion with a mean score of 70.76, while in Cycle II, 90.47% of students reached the criterion with an increased mean score of 77.62. In terms of motivation, students showed greater enthusiasm, active participation, confidence in expressing ideas, and engagement during the learning process. This study provides practical classroom-based evidence of integrating the Dice Game Technique within Classroom Action Research to simultaneously increase students’ writing skill and motivation through an interactive and enjoyable learning approach.
References
Akbar, A., & Hasanah, U. (2021). Game-based learning in EFL classrooms: Its impact on students’ motivation and learning outcomes. Journal of English Language Teaching, 10(2), 145–156.
Arochman, T., Margana, M., Ashadi, A., Achmad, S., Nugrahaeni, D. A., & Baihaqi, I. (2024). The effect of project-based learning on English writing skill for EFL learners. Journal of Pedagogical Research, 8(2), 310–324. https://doi.org/10.33902/JPR.202423961
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.
Burns, A. (2020). Action research in applied linguistics. Cambridge University Press.
Dhananjaya, P. A., Karima, F. H., & Egar, N. (2024). Improving students’ writing skill in writing descriptive text using brainstorming plus webbing techniques. Journal of Nusantara Education, 3(2), 69–78. https://doi.org/10.57176/jn.v3i2.100
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge.
Emilia, E. (2021). Genre-based pedagogy in EFL contexts. Rizqi Press.
Fadilah, I. A., Jaya, A., & Uzer, Y. (2023). Visual representation and comprehension: The exploration of multimodal text to energize reading of the tenth grade students at State Vocational High School 5 of Palembang. Esteem Journal of English Education Study Programme, 6(1), 125–130. https://doi.org/10.31851/esteem.v6i1.10226
Graham, S., Harris, K. R., & Santangelo, T. (2021). Research-based writing practices and the common core. Reading and Writing, 34(5), 1–23. https://doi.org/10.1007/s11145-020-10044-0
Hadfield, J. (2014). Elementary communication games. Pearson Education.
Harmer, J. (2020). How to teach writing. Pearson Education.
Hyland, K. (2019). Second language writing (2nd ed.). Cambridge University Press.
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House.
Karanjakwut, C. (2024). Instructional toolkit for outcome-based instruction on English grammatical literacy of Thai EFL students. ERIC Journal, 12(4), 14–25. https://eric.ed.gov/?id=EJ1455366
Kemendikbudristek. (2022). Capaian pembelajaran mata pelajaran Bahasa Inggris SMA/SMK Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer.
Mahesti, A., Hermansyah, & Jaya, A. (2025). The validity and practicality of the development of learning videos to improve students’ speaking ability in the eleventh grade. Esteem Journal of English Education Study Programme, 8(1), 177–185. https://doi.org/10.31851/esteem.v8i1.15767
Mustaqim, B., Akhyar, M., Joyoatmojo, S., & Roemintoyo. (2025). A study of problem-based flipped learning of Indonesian vocational high school students. Journal of Teaching and Learning, 19(2), 80–97.
Nation, I. S. P. (2021). Learning vocabulary in another language (3rd ed.). Cambridge University Press.
Oktaviani, R. (2024). Development of teaching materials based on project-based learning for editing course. Esteem Journal of English Education Study Programme, 7(2), 649–659. https://doi.org/10.4108/eai.24-10-2023.2342166
Pratiwi, D. (2020). The use of dice game to improve students’ writing skill. Journal of English Education, 5(1), 67–75.
Purnomo, E., Jermaina, N., Marheni, E., Gumilar, A., Widarsa, A. H., Elpatsa, A., & Abidin, N. E. Z. (2024). Enhancing problem-solving skills through physical education learning: A comprehensive analysis. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 58, 435–444. https://doi.org/10.47197/retos.v58.106838
Rahmat, A., & Jannah, M. (2021). Students’ difficulties in writing English texts. Journal of Language and Education, 6(2), 89–97.
Rahmani, A. I. (2023). Contextual design: Pengembangan model pembelajaran problem based learning pada perkuliahan studio perancangan bangunan gedung tinggi. Jurnal Arsitektur Zonasi, 6(1), 207–220.
Ryan, R. M., & Deci, E. L. (2019). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Saputra, A., & Putri, N. A. (2021). The effectiveness of dice game technique on students’ writing ability. Journal of Applied Linguistics and Literacy, 5(2), 112–120.
Sujiati, R., Jaya, A., Rosmiyati, E., & Noviati. (2023). EFL teachers’ attitudes and experiences on the implementation of multiliteracies. Esteem Journal of English Education Study Programme, 7(1), 85–96. https://doi.org/10.31851/esteem.v7i1.12653
Torky, S. A. E. F. I., & Ahmed, N. H. A. E. G. S. (2025). Promoting EFL students’ reading comprehension, grammatical competence, collocational competence and critical thinking disposition via data-driven pedagogical translation. Egyptian Journal of Educational Sciences, 5(1), 191–266. https://doi.org/10.21608/ejes.2025.446747
Ushioda, E. (2020). Language learning motivation: An ethical agenda for research. Language Teaching, 53(2), 1–12. https://doi.org/10.1017/S0261444819000287
Widodo, H. P. (2021). Classroom action research in language education. Indonesian Journal of Applied Linguistics, 11(1), 1–12.
Xiaofan, W., & Annamalai, N. (2025). Investigating the use of AI tools in English language learning: A phenomenological approach. Contemporary Educational Technology, 17(2). https://doi.org/10.30935/cedtech/16188
Yuksel, D., & Inan, B. (2022). Game-based learning in EFL classrooms: Effects on motivation and achievement. International Journal of Instruction, 15(1), 487–5.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Suryanti Suryanti, Tahrun Tahrun, Hanni Yukamana
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
