STUDENTS' PERCEPTIONS REGARDING THE USE OF MOBILE GAME FOR SELF-DIRECTED VOCABULARY LEARNING

This study aimed to get students’ perception of using Mobile Games as media for self-directed vocabulary learning. This study applied qualitative research methods specifically case study design. Data were obtained from semi-structured interviews and Focus Group Discussion (FGD). The data were analyzed using three-step analysis process by Miles, Huberman & Saldana (2014) which included data condensation, data display and drawing conclusion or verifying data. The participants of this study were 11th grade high school students, consisting of five students from a public school and five students from a private school. The aspects
that contributed to students’ perceptions regarding the use of mobile games for self-directed vocabulary learning were: Mind-Independent, Transparency, Phenomenological observation, effectiveness, and flexibility. Based on the
findings of this study, most students thought that mobile games could be used for self-directed vocabulary learning. Most of the students also thought that Mobile games could be used while playing it. The feature in Mobile Legends can help students in vocabulary learning. Moreover, the students also thought that learning using Mobile games is very flexible. However, the result also indicated some
students thought that learning using Mobile games was not effective. From the result above, it can be concluded that students can learn vocabularies while play mobile games, although it was not effective.