STUDENTS’ PERCEPTIONS ON USING DISCORD FOR STUDENTS’ V

OCABULARY MASTERY

(A Descriptive Qualitative Research)

EFL SM ACQUISITION BEDA JD HRS KONSISTEN, NAMA DISCORDNYA JG

DISEBUT AJA JANGAN GAMEE

Rizqi Marysa
11190140000013
Department of English Education
Faculty of Tarbiyah and Teaching Science
Syarif Hidayatullah State Islamic University Jakarta
2023
 CHAPTER I
INTRODUCTION

A. Research Background

TAMBAHINN ALESAN KENAPA DI SMP 3 KARENA DIA KELASNYA

BILLINGUAL, DAN ADA MATRIKULASI INGGRISNYA DAN ANAK2NYA SUKA
MAIN GAME DI HP & MENGGUNAKAN DISCORD (MASUKIN RESEARCHNYA
MUNGKIN YAH…?? wawancara dulu gitu..??)

In our rapidly evolving digital age, where technology intertwines with every f
acet of our lives, the realm of education and language learning has not remained untou
ched. The fusion of English language learning with digital games represents a dynami
c and innovative approach that holds immense promise. English has become the worl
d’s largest and most widely spoken lingua franca, with over 1.5 billion speakers world
wide (Inayah et al., 2020). This emphasizes that the English teaching method needs to
remain with technological advancements in the modern age. Based on data from the C
entral Statistics Agency, the Indonesian population in the age group 0-19 years in 202
1 is 88.3 million. This group is expected to become the ‘Generasi Emas Indonesia’ in
2045, the generation of superior and globally competitive human resources. As we em
bark on this exploration, we delve into a captivating world where traditional language
acquisition meets the immersive and interactive experiences of digital gaming. The M
inistry of Communication and Informatics, particularly the Directorate of Digital Eco
nomy, is an enabler in supporting school digitization programs initiated by the Ministr
y of Education and Culture, Research and Technology (Kemendikbudristek) as the lea
ding sector in the education sector. Directorate of Basic Education Teachers from kem
endikbud, Irfana Steviano, said the pandemic prompted technological disruption and d
igital transformation in the education sector. This emphasizes that the English teachin
g method needs to remain with technological advancements in the modern age. Additi
onally, these advancements have given teachers the construct needs to support individ
ual learning processes better. Siron et al., (2020) stated that this transition drives all ed
ucational institutions to engage technology in learning. English is a compulsory subje
ct in Indonesian schools, starting from elementary levels. Many universities and highe
r education institutions also offer English-taught programs to attract international stud
ents and foster global competence among Indonesian students.

In addition, The Ministry of Education and Culture no longer includes English

as a compulsory subject for elementary school (SD) students in the 2013 curriculum. I
t has been in force since the 2013/2014 school year. According to Nisa (2020) in Perm
endikbud No. 67 of 2013 concerning the elementary school (SD) curriculum, pages 9
– 10. Based on article 81, paragraph 1 of the August 2022 version of the National Edu
cation System Bill, the mandatory contents for primary and secondary education are R
eligious Education, Pancasila Education, Indonesian Language, Mathematics, Natural
Sciences, Social Sciences, Arts and Culture, Physical Education and Sports, Life Skill
s/Skills, and Local Content. As a result, students who do not receive English lessons i
n elementary school do not have sufficient knowledge when they enter secondary sch
ool, where the vocabulary is much more complex and diverse.

As Novitasari and Purnamaningsih (2020) believe that students already know

how to complete assignments quickly, communicate effectively with others, develop i
deas, and make effective learning. When appropriately used, computers, smartphones,
and the internet are a tool and a medium that facilitate people in language learning. H
owever, the effectiveness of learning to the fullest depends on the user. In recent years,
technology has significantly transformed the way students learn and communicate. T
herefore, English teachers should take the occasion of English teaching and learning
process in the classroom favorably. People wanted to learn English since it has been ta
ught in the school across the world (Haidara, 2016) and they believed would be benefi
cial in some way for global communication and traveling. (Assapari, 2020) stated that
with Indonesian government's promotion of the tourism sector's exponential rise, it ap
peared that Indonesian required English as an international language, both for engagin
g with international visitors and for facilitating them in studying technology and scien
ce.

In fact, although English had been taught in elementary school in Indonesia, m

ost school students very seldom to use English when communicating in the classroom
with their teacher or classmate. Students have not had adequate English skills, such as
mastery of vocabulary or pronunciation aspect. The deficiency of vocabulary and gra
mmar mastery of students makes students not feel confident whenever they want to ex
press their thought in English. (Traxler, 2012) describes that learners could have had t
he experience of having an idea, but they find it difficult to put their idea into words.
This might occur because the concept (nonlinguistic) is not neatly associated with any
of the concepts that language seems to have a pre-existing word to use. In this situatio
n, they will have to come up with a combination of lexical terms to convey the idea of
which language without a single term being correct. Every learner who had taken Eng
lish courses in primary school, secondary school, high school or even university, or pe
ople who never studied but understand some vocabularies is said to be able to underst
and English. Unlike the case of people who did not speak English at all, they have nev
er learned or understood any of the vocabularies so they did not understand when aske
d. Up to this point, there were quite a lot of students who cannot comprehend English.
Of course, it can be caused by a variety of factors. By then, there are still technical ch
allenges that need deeper comprehension so they can understand English language, su
ch as attending an English course either studying English.

Learning language cannot be distinguished from vocabulary learning since the

language itself has been made up of multiple vocabularies. The relationship between p
laying game and cognitive functioning, such as executive control and spatial awarenes
s skills, had been found from studies studying the psychological advantages of games
(Frederick-Recascino et al., 2013).

Vocabulary acquisition is a non-stop process, which is vital for mastering any f

oreign language. Indeed, vocabulary knowledge is a prerequisite for the development
of oral and written, receptive, and productive communication skills. The importance o
f vocabulary knowledge has been emphasized by many scholars [1–3]. As stated by W
ilkins, “Without grammar very little can be conveyed, without vocabulary nothing can
be conveyed” [4]. Traditionally, the term “vocabulary” is understood as a body of wor
ds used in a particular language. The difficulties in vocabulary acquisition are connect
ed with the nature of the word itself. As stated by Schneuwly on Vygotsky, “A word is
a microcosm of human consciousness” [5]. We believe that to know a word means to
know its form and its meaning and to know how to use it in a meaningful context. The
form of a word includes its correct pronunciation, spelling, morphological, and gram
mar features. The semantics of a word is the range of its senses. The use of a lexical it
em includes its lexical combinability, its connotations and its syntactic role and positi
on in the sentence, and its relevance to the social context. Thus, it is important to unde
rstand that a lexical unit embodies a whole set of morphological, grammatical, and
cultural characteristics. Traditionally, English as a foreign language (EFL) teachers
follow three steps to form and develop their students’ vocabulary skills [1,2] (Figure
1).

Vocabulary skills formation may be successful only if vocabulary items are re

vised and actualized on a regular basis. The acquisition of EFL vocabulary is ensured
by (a) efficient selection of the lexical items to be memorized; (b) rational distribution
of the vocabulary being memorized over time; (c) its regular application in different ty
pes of communicative activities; (d) using effective memorization techniques; (e) dev
eloping individual strategies of its acquisition. The process of forming lexical skills is
long and laborious. That is why EFL teachers are in constant search of new methods a
nd techniques to activate and facilitate this process [6–10]. Considerable research has
been conducted into the effectiveness of vocabulary teaching and learning based on th
e systematic use of information communication technologies (ICT) [11]. ICTs have ch
anged learners’ behavior, their learning strategies [12,13]; they make students focus a
nd engage in vocabulary learning [14–16]. It should be noted that a big problem of EF
L teaching and learning is the lack of exposure to an English-speaking environment o
utside the classroom. Thus, students do not have enough real-life opportunities to appl
y the knowledge and skills acquired from the lesson. However, due to the use of ICT, t
hings have changed [17]. We believe that a great advantage of ICT in teaching EFL vo
cabulary is the opportunity to create a foreign language environment not only in class
but outside it too. The use of ICT gives numerous opportunities for repeated vocabula
ry exposure [18], which leads to memorizing vocabulary subconsciously. In an electro
nic educational environment, students communicate with each other and a teacher, col
laborate, drill vocabulary and grammar skills, and share their personal experiences thu
s becoming more independent and responsible for their learning outcomes. Such electr
onic communication improves retention of recently acquired words, also in the long te
rm [19–21]. Current studies are dedicated to the issues of introducing everyday comm
unication applications and social networks into the educational process [22], which als
o benefit foreign language vocabulary acquisition [23,24], by creating a meaningful c
ommunicative environment where students collaborate [25,26].

Coming up with ideas that there are various ways that students could experien
ce and used the English language beyond the classroom was one strategy for greater e
ngagement for vocabulary learning (Scholz, 2017). Students comprehend and enjoy e
ngaging with various sources of English language learning that interest them, which i
ncluding television, films, videos online, online games, English language learning we
bpages, audiobooks, music, and visual novel. For many people, online games are a tec
hnologically advanced leisure activity (Sundqvist & Sylvén, 2016).

The online game could also be used as a supplementary for school classes, wit
h the goal of strengthening and supporting memory with practical use (Hasram et al.,
2021). Online game were usually using English as their main or default language. In o
rder to be able to understand content inside the game. However, English language mas
tery become seemingly a crucial issue to be discussed in Indonesia. Obviously, Indone
sian students were difficult to use English in their daily activity. Because English was
a foreign language in Indonesia, the students tend to use English only in their English
classes. English language learning was introduced as a compulsory subject from elem
entary to tertiary level. To some extent, English language learning was implemented a
s general subject at tertiary level. Creating the appropriate English classes becomes a
challenge for English teachers in Indonesia in order to require students to comprehend
word in English.

One platform that has gained immense popularity among students, especially a
mong the gaming and online communities, is Discord. The transfer of new knowledge
in the form of interactive multimedia learning gamification also makes it possible to e
xplain various topics in a fun way, especially vocabulary learning. Discord is primaril
y known as a communication platform for gamers, but it has evolved into a versatile t
ool that offers a unique learning environment. Discord's popularity in education is on t
he rise, with many educators recognizing its potential as a collaborative learning platf
orm. The platform allows students to create or join servers, each dedicated to a particu
lar subject or topic. These servers can serve as virtual classrooms where students and t
eachers can interact, share resources, and engage in discussions.

Discord provides a real-time chat feature, enabling students to engage in discu

ssions with their peers. This active interaction allows students to encounter new words
and phrases and learn their context through contextual usage. Discord offers voice cha
t channels that facilitate spoken communication. Engaging in voice discussions on var
ious topics encourages students to articulate their thoughts, promoting vocabulary exp
ansion as they search for the right words to express themselves effectively. Discord ho
sts a diverse range of communities and servers, each with its unique interests and topi
cs. Joining servers related to specific subjects or hobbies exposes students to specializ
ed terminology, thus expanding their vocabulary in those areas. Discord allows users t
o integrate bots that can offer vocabulary-building exercises and quizzes. These tools
make learning new words engaging and interactive. Students and educators can share
documents, articles, and educational materials through Discord. Teachers can use this
application to help students’ self-learning at home, vocabulary enables students to und
erstand and elicit foreign words and use words successfully for communicative purpos
es (Cesarini et al., 2021). These resources often contain advanced vocabulary, encoura
ging students to explore and understand the content.

Wahyu (2020) believes that using technology as a medium to assist learning an

d teaching resources is fundamental without regard for time constraints. Discord's imp
act on students' vocabulary mastery is undeniable. As a versatile communication platf
orm, it fosters real-time interaction, encourages diverse engagement, and provides acc
ess to resources that can enrich students' vocabulary. However, its effectiveness in voc
abulary enhancement depends on how it is integrated into educational settings and ho
w well it is monitored and moderated. When used mindfully and with appropriate gui
dance, Discord can be a powerful tool for students to expand their language skills and
thrive in an increasingly digital and interconnected world.

The approximate outcome of this research is a description of how students per

ceive the use of Discord for self-directed vocabulary learning. Understanding the stud
 ents’ insight can assist in determining how to implement Discord in the learning conte
xt, and enabling students to become self-assured in using it as a tool for self-regulated
learning at home. Accordingly, the researcher conducts the research entitled “Student
s’ Perceptions on Using Discord for Students’ Vocabulary Mastery”.

B. The Identification of the Problems

Based on the research background, the researcher identified some of the proble
ms:

1. The lack of vocabulary mastery is a significant problem for English students in the
learning context.
2.
The insights into how digital game phenomenon influences language learning and vocabulary.

C. The Formulation of Research

Based on the identification of the problems above, the problems of this study a
re formulated as follows:

1. What are the EFL undergraduate students outside the major of English
Department perception of using Discord on their vocabulary mastery, particularly
in the context of foreign language acquisition?

D. The Objective of the Research

The objective of this research include:

1. To know and describe EFL undergraduate students outside the major of English
Department’s perception on Discord, learning opportunities, experiences, and pref
erences.

E. The Limitation of the Problems

Based on the identification of problems, the problems of this research are limit
ed as follows:
 1. This research only focuses on EFL undergraduate students outside the major of En
glish department
2. This research only focuses on the perception toward digital game Discord.

F. The Significant of the Research

The results of this study are expected to have more than just some meaning. N
ot only theoretically, but also practically. Researchers believe that the results of this st
udy provide students, teachers, lecturers, or future researchers, new information, new
perspectives. This research attempts to shed more information on the variables that rel
ated to the success of students outside the major of English department in the context
of learning vocabulary.
Meanwhile, this research is slightly more developed than the previous studies
because it involves EFL students’ perceptions of digital game Discord in Indonesia sin
ce there is a gap between EFL/ESL learners from overseas. The researcher deliberatel
y involves students from outside English department so that the researcher expects tha
t this research will show what the result of the success of learning vocabulary from th
e students who barely know English through digital game Discord.

CHAPTER II

LITERATURE REVIEW

A. Perception

1. Definition of Perception
Perception refers to a person’s ability to arrange their observations, such as the
ir ability to distinguish, classify, and focus. People, from their point of view, build
what they perceive, and then they strive to gain wealth for their delight
(Soraya, 2018, p.186)
. Perception, as defined by Rahmat and quoted in
Arifin et al. (2017, p. 90)
, is information about things, events, or relationships received through inferrin
g information and interpreting messages. Perception, on the other hand, is defined
 by Sugihartono in Arifin et al. (2017) as the ability of the senses to translate stimul
us or the act of turning stimulus into human insights. Walgito in (Zain et al., 2018)
also stated that, “Perception is a process that preceded by sensing, which is a tangi
ble process of receiving a stimulus by individuals through their receptors. The psy
chological processes and sensing results from thinking process”. In addition, the n
ature of likes and dislikes, likes and dislikes about something object will give rise
to an image in the formation of perception.
According to the definition above, perception occurs as a result of each individ
ual’s experience and feelings. Students’ perceptions, according to this study, play
an important role in the learning process because teachers need to know their stud
ents’ preferences regarding their learning styles, interests, and other factors that ca
n influence their learning results.

2. Types of Perception
According to Shafaruddin and Suryadi (2013), there are two kinds of perceptio
n, namely external perception; namely the perception that occurs because of the sti
mulation that comes from outside the individual and self-perception; namely the p
erception that occurs because of the stimulation that comes from within the indivi
dual. In this case the object is itself. Individuals can comprehend and learn the pos
ition of the environment around them as well as the state of themselves as individu
als through perception (Sunaryo, 2004: 45).
The process of understanding the stimulus obtained by the senses causes perce
ption according to Bjorklund (2000) divided into several types including: visual p
erception, auditory perception, tactile perception, smelling perception or olfactory,
perception of taste.

3. Process of Perception
Mar’at (1991) stated perception is a cognitive process that is modified by expe
rience, perspectives, and individual knowledge. Individual components will play a
role in determining the availability of answers in the form of attitudes and behavio
r of individuals towards existing objects, while experience and learning process wi
ll provide shape and structure to objects captured by the five senses.
Walgito (2002:22) states that the occurrence of perception is something that oc
curs in the following stages:
 a) The first stage, which is known as the natural process or physical process, i
s the process by which a stimulus is captured by the human senses.
b) The second stage, which is known as the physiological process, is a proces
s forwarding of the stimulus received by the receptors (sensory organs) thr
ough the nerves sensory.
c) The third stage is the stage known as the psychological process, namely th
e process of raising individual awareness of the stimulus received by the re
ceptor.
d) The fourth stage is the result obtained from the perception process, namely
in the form of responses and behaviours.

B. Vocabulary

1. Definition of Vocabulary
Vocabulary is a core component of language proficiency and provides much o
f the foundation for how well learners speak, listen, read, and write
(Richards & Renandya, 2002)
. As defined by Nunan (1999: 101), vocabulary is a list of terms fr
om the target language. Meanwhile according to
Richards and Schmidt (2002: 580)
, vocabulary is a variety of lexemes, which includes single words, compound wo
rds, and idioms.
Vocabulary is the total number of words in a language. All words known or us
ed by a person or used in a given book, subject, etc.; a list of words with all their
meanings, especially those accompanying textbooks (Hornby, 1995: 1331). These
meanings show that, in addition to other English elements and skills, vocabulary is
the first thing that English learners should study in order to understand the langua
ge.
The additional definition of vocabulary is given by Hatch and Brown (1995: 1),
they claim that it refers to a list or set of terms for a certain language or a list or se
t of words that particular language speakers may employ. Ur (1994: 60) describe v
ocabulary as the words we teach in the foreign language. Brown (2001: 377), state
d vocabulary as just a list of uninteresting words that students must learn the defin
itions for and by memory. Lexical forms are considered as playing a crucial part i
n contextualized, meaningful language.
 Vocabulary then defined by Hebert and Kamil (2005: 3) as the knowledge of
word meanings. The word “vocabulary” can mean many different things. For insta
nce, some educators refer to students’ ability to immediately recognize words in p
rint as having sight-word vocabularies; other educators refer to students’ understa
nding of words as having meaning vocabularies. Still some educators use the wor
d to refer to their understanding of words they hear being used in spoken language
or how they perceive vocabularies. Academic vocabulary is a term that content tea
chers use to describe words that are subject-specific. The term “vocabulary” as us
ed in this section refers to students’ comprehension of both spoken and written ter
ms. The conceptual understanding of terms in vocabularies extends well beyond th
eir simple definitions in dictionaries. As students develop connections from one te
rm to another terms, learn examples and non-examples of the term and related ter
ms, and correctly utilize the term within the context of the sentence, their vocabul
ary knowledge grows over time (Snow, Griffin, & Burns, 2005).
From definitions above, it can be concluded that vocabulary is a list of words a
s an essential component of language ability and involves three aspects: meaning,
use of the word, and form (pronunciation and spelling).

2. The Importance of Vocabulary

For those studying English as a foreign language or as a foreign language, imp
roving their vocabulary is important. The development of vocabulary is an essenti
al part of learning a foreign language, a foreign language, and academic success, a
ccording to Tozcu and Coady (2004: 473). It is also important for reading compre
hension and competency, to which it is strongly related.
Nunan (1991: 118) also said that the development of vocabulary is important t
o learning a foreign language. When students study English as a foreign language,
the development of a rich vocabulary is crucial. Learning vocabulary becomes cru
cial when learning a foreign language. The vocabulary that is given when studying
a foreign language depends on the course’s goal and the time allotted for instructi
on.
According to Holifah and Kurniasih (2021), learning vocabulary is a crucial as
pect of mastering the language since it supplies the basic building blocks of Englis
h phrases. If someone can identify a word’s meaning when they see it, they are sai
 d to “know” that term. In order to use the words, they learn in sentences, students
must first understand their meaning. As McCarthy (1990) said, no matter how effe
ctively the learner learns grammar or how well the L2 sounds are learned, meanin
gful communication in L2 cannot take place without words to express a wider vari
ety of meanings.
From those explanation, it can be set that everyone who want to learn a langua
ge, must need acquiring and mastering the vocabulary of that language. without m
astering and learning vocabulary, learning performance will not increase.

3. Vocabulary Mastery
The mastery of vocabulary is one of the essential competencies that must be g
ained when studying English. Richards and Renandya (2002) stated that a crucial
element of language skills is vocabulary, which lays a lot of the groundwork for h
ow effectively students talk, listen, read, and write. Therefore, it should be simple
to use effective English vocabulary in all contexts, including business, education,
and communication with international audiences. Since languages themselves are
made up of a variety of vocabularies, learning a language cannot be isolated from
learning a vocabulary.
Vocabulary mastery refers to a diverse range of skills of words in a language,
which contain details about their meaning, form, and usage in communication con
texts. Before learning English, students must also learn this fundamental concept;
word meaning (synonym, antonym, connotation, and denotation), word extensions
like idioms, word combinations or collocations, and word grammar (nouns, verbs,
adjectives, and adverbs) must all be covered. Gairns and Redman (1986) added tha
t in order to properly comprehend a term, a learner must understand not only what
it refers to but also the distinctions between it and words with similar meanings.
The development of someone’s vocabulary was formerly thought to be a negle
cted component of learning a language, but over the last three and a half decades,
a study in this area has exploded (Lorenset & Tumolo, 2019).Since mastering new v
ocabulary is frequently the first step toward learning the building components that
make up whole messages in communication, mastering new vocabulary is crucial.
Lorenset and Tumolo (2019) stated mastering a new language often involves
memory work. Encoding, storage, and retrieval are the three phases of the memor
y process that must occur for successful learning, according to Mcdermott and Roediger (2014)
 . Encoding refers to the initial mastery of knowledge, storage refers t
o the preservation of knowledge over time, and retrieval refers to the capability of
obtaining knowledge when needed.
Mcdermott and Roediger (2014) also stated that encoding is the initial experie
nce of observing and absorbing knowledge in someone’s environment. It is compe
tent (people constantly encode events in their life in an effort to understand them)
and selective (where people attend to some information while ignoring others). Ad
ditionally, there appears to be consensus in the field that certain events or pieces o
f knowledge stand out and are easier to recall than others. For instance, memories
that are emotionally charged and vivid may be easier to recall than ones that are n
ot.
Storage, or the capacity to store information in the brain, is the second stage of
the memory process. According to Mcdermott and Roediger (2014), the brain adju
sts itself to keep information that leaves memory traces through a consolidation pr
ocess after experiences have been recorded inside the neurological system. Accord
ingly, memory is a construction of what you actually recall from an event and wha
t you believe happened: remembering is a reconstruction of the past using memory
traces in storage, not a precise replication of it.
Retrieval is the crucial third stage of the memory process. People encode and s
tore a great deal of data and events every day, which leaves memory traces in the
brain. Retrieval involves getting at these memories. However, because people onl
y recall a small percentage of their lives, the majority of these memories will neve
r be applied or even consciously brought back to memory. Additionally, because
“memory is always changing,” every time an event is retrieved, it is changed
(Mcdermott & Roediger, 2014).

Events must therefore be encoded along with memory traces that will bring ba
ck stored information or recalled events to increase language learning and memor
y. In addition, “we should build meaningful cues that remind us of the original exp
erience, and those cues should be distinctive in order to maximize retrieval.”
(Mcdermott & Roediger, 2014)
.
In addition, according to Grauberg (1997: 15) the process of learning vocabula
ry involves four stages:
a) Discrimination
 This is the basic step. It entails the ability to discern sounds and letters from th
ose next to them as well as from the sounds and letters of comparable words w
hen listening and reading, as well as keeping them distinct when speaking and
writing. Failure to distinguish is a common source of inaccuracy, as will be se
en later.
b) Understanding meaning
This includes understanding the concept of the foreign word or phrase. Often, t
his is simple because the word can be directly associated with its referent or be
cause there is an analogous word in English.
c) Remembering
After introducing and explaining new material, the following step is to ensure
its retention. Once learners have determined the meaning of a word, they have
no need to return to it, and it will be forgotten.

d) Consolidation and extension of meaning

Learning new words is not an instant process, and if presentation is the only i
mportant variable, words cannot be forgotten and must be relearned.

According to Tungka (2010), the most important aspect of learning vocabular

y is going to search for a list of new vocabulary words from a variety of English li
terature sources, such as music, periodicals, films, and games. Unconsciously, the
more people read, the newer words people encounter. We can learn vocabulary usi
ng a variety of methods.

4. Types of Vocabulary
Hiebert and Kamil (2005: 3) propose that words have two types: oral vocabula
ry and textual vocabulary. Oral vocabulary is the collection of words for which we
know the meanings when we speak or read aloud. Second, textual vocabulary incl
udes words whose meaning is recognized while we write or read silently.
Meanwhile according to Nation (2001), vocabulary also has two types. They h
ave receptive as well as productive vocabulary. Receptive vocabulary is made up
of terms that both native speakers and foreign learners recognize and understand b
ut rarely use; it is utilized passively in either listening or reading. Productive voca
bulary is actively used whether speaking or writing.
 As defined by Good in (Julita, 2011), there are four types of vocabulary, such
as oral, writing, listening, and reading vocabulary. A person’s or a group’s vocabu
lary is utilized to express ideas vocally and actively. Writing vocabulary referred t
o words that are frequently employed in writing, listening vocabulary related to pe
ople who understood what they heard, whereas reading vocabulary referred to wor
ds found in writing form. According to Good (Nurdin, 2009), active vocabulary is
the function words of a language that are learnt and understandable in speaking, re
ading, and writing. While passive vocabulary refers to words that students will ide
ntify when they encounter them in reading and listening, they will most likely be u
nable to produce them.

C. Digital Game

1. Definition of Digital Game

A digital game, also commonly referred to as a video game, is a type of electro
nic game that involves interaction with a user interface or input device – typically
a computer, gaming console, or mobile device – to generate visual feedback for a
player. Digital games can take various forms, ranging from simple 2D puzzle gam
es to complex 3D action-adventure titles. They are typically played for entertainm
ent, competition, or education and can be single-player or multiplayer experiences

Here are some key characteristics and elements commonly associated with dig
ital games:
1. Graphics and Audio: Digital games often feature colorful graphics and imm
ersive audio to create engaging and visually appealing experiences for players.
2. Interactivity: Unlike traditional forms of entertainment like movies or books,
digital games are interactive. Players make choices and take actions that influence
the game's outcome, making each play-through unique.
3. Objective: Most digital games have specific goals or objectives that players
must achieve to progress or win the game. These objectives can range from defeati
ng enemies, solving puzzles, or reaching a certain score.
 4. Game Mechanics: Game mechanics are the rules and systems that govern h
ow the game functions. They include elements like player movement, physics, cha
racter abilities, and resource management.
5. Genres: Digital games come in a wide variety of genres, including action, a
dventure, role-playing, strategy, simulation, sports, and more. Each genre offers a
different style of gameplay and experience.
6. Platforms: Digital games can be played on various platforms, including pers
onal computers, gaming consoles (e.g., PlayStation, Xbox), mobile devices (e.g., s
martphones and tablets), and web browsers.
7. Multiplayer: Many digital games offer multiplayer modes, allowing players
to compete or cooperate with others online. This has led to the rise of online multi
player gaming communities.

8. Storytelling: Some digital games incorporate rich narratives and storytelling

elements, similar to books or movies. These games often immerse players in capti
vating fictional worlds.
9. Monetization: Many digital games use various monetization models, includi
ng one-time purchases, free-to-play with in-game purchases (microtransactions), a
nd subscription services.
10. Development: Creating a digital game involves a team of developers, inclu
ding designers, programmers, artists, writers, and musicians. The development pro
cess can be complex and time-consuming.

Digital games have become a significant part of modern entertainment and cul
ture, with a massive global industry encompassing game development, esports, str
eaming, and related content creation. They offer players a wide range of experienc
es and have evolved significantly since the early days of arcade and console gami
ng. In general, digital games are often described as situations in which individuals
interact with virtual reality. Most of the time, video devices like computer displays
gaming consoles, and television screens are used for this interaction between indi
viduals and digital technology. By gamers, this is sometimes referred to as a platfo
rm. A mouse and keyboard for your TV platform, for example, a joystick and butt
ons for controlling games through the touch screen of game consoles, or mobile de
vices for playing gadgets like smartphones and tablets, are common controllers. D
 ifferent game controllers can change depending on which platform you choose to
play on (Lorenset & Tumolo, 2019).
Additionally, Lorenset and Tumolo (2019) emphasized that teachers and educa
tors should consider the students’ skills, experiences, and prior knowledge while
making pedagogical and conceptual decisions. Digital games can be viewed in this
context as a learning innovation tool that may enable active and meaningful learni
ng in context, as well as player interaction, enhancing opportunities to experience
and visualize ideas and new worlds, as well as facilitate players’ creativity and int
erest in a wide range of subjects and areas.
As said by Rasti-Behbahani (2021), feedback has been cited as a critical comp
onent of vocabulary learning in the currently available DGBVL (Digital Game-Ba
sed Vocabulary Learning) literature. However, the nature and purpose of feedback
in digital games vary considerably. In commercial video games, for example, feed
back reveals how well players performed while playing. Furthermore, he claimed t
hat students had gained a better understanding of the digital game. This could kee
p them motivated long enough to persuade them to beat the competition and obtai
n a higher profile, score, and so on to brag about in the upcoming debate.

2. The Advantages of Digital Game

The educational advantages of using digital games may need to remain at the f
orefront of innovation, despite of the technology tool used, or the kind of game ch
osen. Reinhardt and Sykes (2012) identified five aspects of games that are particul
arly relevant for EFL classrooms, each of which corresponds to the most effective
methods:
1) Goal orientation is learner-directed: Learning tasks and targets are dynamic, le
arner-driven, and goal-oriented.
2) Possibilities for involvement with, through, and around the game: Learning oc
curs during gaming, through interactions that take place during gameplay and
as a result of surrounding tasks that support the learning process from outside
games.
3) Individualized, just-in-time feedback enables players to grow by providing fee
dback based on their specific needs.
4) Creation of a relevant story and context: the establishment of a setting in whic
h narrative and context can be fostered in order to produce a wonderful experi
ence.
5) Encouragement: the result of intense learning opportunities in which players p
articipate consistently, even when tasks are difficult or time-consuming.
Using game or technology features will allow an impactful learning approach t
o create a comprehensive learning experience that engages and motivates students
to study as innovation occurs. Digital games offer several advantages when used a
s educational tools. These advantages make them effective tools for learning in var
ious contexts, from schools to corporate training. Here are some of the key advant
ages of using digital games in the learning process:

1. Engagement: Digital games are inherently engaging and can capture and hol
d the attention of learners. The interactive and immersive nature of games motivat
es students to actively participate in the learning process.

2. Active Learning: Games encourage active learning as players must make de

cisions, solve problems, and take actions to progress. This hands-on approach help
s reinforce learning concepts.

3. Immediate Feedback: Games provide immediate feedback to players, allowi

ng them to learn from their mistakes and make corrections in real-time. This insta
nt feedback helps reinforce learning and encourages experimentation.

4. Adaptability: Many educational games can adapt to the skill level and progr
ess of individual learners. They can provide challenges that are appropriately matc
hed to the learner's abilities, ensuring that the learning experience is neither too ea
sy nor too difficult.

5. Retention: The interactive and engaging nature of games can improve infor
mation retention. Learners are more likely to remember concepts and information
learned through gameplay compared to passive forms of learning.

6. Problem-Solving Skills: Games often require players to solve complex prob

lems and think critically. These skills are transferable to real-life situations and are
valuable for academic and professional success.
 7. Collaboration: Multiplayer and cooperative games promote teamwork and c
ollaboration. Learners can work together to achieve common goals, fostering socia
l skills and teamwork.

8. Motivation: Game elements such as rewards, achievements, and competitio

n can motivate learners to set and achieve goals. This intrinsic motivation can help
learners stay committed to their learning tasks.

9. Accessibility: Digital games can be accessed on various devices, including c

omputers, tablets, and smartphones. This accessibility allows learners to engage w
ith educational content at their convenience.

10. Customization: Educational games can be tailored to specific learning obje

ctives and curricula. Educators can align game content with their teaching goals a
nd adapt games to suit the needs of different learners.

11. Real-World Applications: Some educational games simulate real-world sce

narios and allow learners to apply their knowledge in practical situations. This is p
articularly valuable for vocational and professional training.

12. Data and Analytics: Many digital learning platforms offer data and analytic
s tools that track learner progress and performance. This information can be used t
o assess the effectiveness of the learning experience and make data-driven improv
ements.

13. Cost-Effective: In the long run, digital games can be cost-effective tools fo
r learning. Once developed, they can be used repeatedly without the need for addit
ional materials or resources.

It's important to note that while digital games offer numerous advantages for le
arning, they are most effective when integrated thoughtfully into a well-designed e
ducational program. The alignment of game content with learning objectives and p
roper guidance from educators or facilitators are crucial for maximizing the benefi
ts of educational games. To summarize, there is still much to be discovered about
using digital games to teach and learn languages. Future practice and research on t
hese domains will expand the complex knowledge base. It is certain that creating,
 executing, and assessing digital games with pedagogy at the forefront will produce
both significant research findings and meaningful world language learning experie
nces.

According to the explanations above, games can help students not only play ga
mes but also learn lessons. Furthermore, learning through games is preferable to tr
aditional methods, such like focusing the teaching-learning activities exclusively o
n the teacher. It means that learners can learn while having fun by playing a game.

It can be concluded that digital online games could potentially be utilized as a

supplement in the classroom to improve and support memory through an actual ap
plication (Hasram et al., 2021). As a result, (Holstad, 2021) claimed in her researc
h that employing games can be an additional method to apply students’ vocabulary
usage in authentic contexts.

3. The Disadvantage of Digital Game

Despite the fact that many studies are fairly positive regarding digital game in
the learning context, one ought to proceed with caution. Despite the growth, the In
donesian gaming industry faces several challenges, including issues related to inte
llectual property rights, piracy, and access to funding for game development. Addi
tionally, there is a need for more comprehensive regulations to govern the industry
effectively.
Digital game’s disadvantages and limitations are further addressed. For examp
le, as stated by De Bie and Lipman (2012) player might focus just on the game its
elf and ignoring the intended learning aim. There are still plenty of games out ther
e that are not designed with educational settings in view. When the intended intrin
sic drive turns into extrinsic motivation, digital game-based learning is used impro
perly in a different way. This kind of inappropriate usage of educational games oc
curs, for instance, when students find enjoyment in “shooting cancer cells as an ar
cade game”, the targeted learning goals won’t be met in this situation. The usage o
f educational games will rely on the students’ motivation, which could impact gre
atly whether they are utilized as suggested learning aids rather than ones that must
be employed.
 De Bie and Lipman (2012) also stated that the educational framework of certai
n games may be other weaknesses of digital game in the learning context. In certai
n games, practice and drill are more crucial than comprehension of the underlying
processes. This implies that although the player will learn how to distinguish betw
een what is right and what is wrong, they may not always understand why. If a tea
cher is not immediately required for a particular instructional game, players may a
lso struggle to comprehend the fundamental mechanics of certain games.
A critical perspective for the many student types who utilize these applications
is also necessary, in addition to the attention dedicated to games and virtual simula
tors. Even a high-quality game might affect different students in different ways. T
here are many variations in the educational backgrounds and motivations of stude
nts. It’s important to realize that not every student may experience the advantages
described. De Bie and Lipman (2012) are also require teachers who are competent
to utilize digital game-based learning to its full potential. Therefore, education is r
equired to guarantee that teachers contribute in a helpful way to the game and the
students. It is crucial to remember that digital game in the learning context should
not be seen as a stand-alone approach that can take the place of teachers and textb
ooks, but rather as an additional instrument that may enhance the learning environ
ment.

4. The Development of Digital Game in Indonesia

In Indonesia, the existence of the game industry market is included as one of t
he potential new markets and includes the subject of Indonesia’s creative industry
economy. The game industry market in Indonesia has great potential that is still no
t well explored. This can be seen where Indonesia has a large game market contain
er but does not have game developers who can meet the needs of the game market
and achieve significant output that represents the Indonesian game industry
(Mulachela et al., 2020).
The development of digital games in Indonesia is a promising a
nd growing industry with a strong focus on mobile gaming, local content, and esp
orts. With continued support from the government and efforts to address challenge
s, Indonesia's gaming industry is likely to continue its upward trajectory, both dom
estically and internationally.
 The development of digital games in Indonesia has been on a steady rise in rec
ent years, and the country has seen significant growth in its gaming industry. Seve
ral factors have contributed to this growth, including the rise of mobile gaming, a
growing middle class with disposable income, a young and tech-savvy population,
and increased access to the internet and smartphones. Here are some key aspects o
f the development of digital games in Indonesia. Mobile gaming is the dominant p
latform in Indonesia, with a large portion of the population owning smartphones.
This has led to the proliferation of casual and hyper-casual mobile games that cate
r to a wide audience. Games like Mobile Legends, Free Fire, and PUBG Mobile ar
e incredibly popular and have large player bases in the country.

The Indonesian government has recognized the potential of the gaming industr
y and has shown support through various initiatives and policies. This includes fu
nding for game development, organizing game-related events and conventions, an
d efforts to promote esports. Some Indonesian games and developers have gained
recognition on the global stage. Titles like "DreadOut" and "Coffee Talk" have rec
eived positive reviews and awards from international gaming communities.

Mulachela et al. (2020) add that the game industry that has been formed today
cannot be separated from the influence of social media. Social media is a place for
the formation of communities of game lovers who support the existence of the exi
sting game market, and this community can be seen in return for the success or fai
lure of a game product. This is due to the existence of games that are intended to b
e products that are enjoyed by buyers, and the existence of these communities whi
ch illustrates the potential of the game market. The community that is formed is al
so a representation of local and international communities in the market. With a p
opulation of over 270 million people, Indonesia represents a substantial market for
both local and international game developers. The country's young demographic, i
ncreasing urbanization, and expanding middle class have contributed to a growing
player base.

In 2017 the revenue of the game industry in Indonesia was recorded to have re
ached a very high amount of 13,143,680,000,000 IDR. It can be seen from the dev
elopment of the game industry in Indonesia from the beginning of 2015 it can be s
aid to be very high, and the market reach of the game industry is very wide. Wher
 e every smartphone owner is a potential customer. There are 43.7 million active ga
me consumers (gamers) in Indonesia, this makes Indonesia ranked 16th worldwid
e in terms of game revenue (New Zoo, 2017).

Indonesia has seen the emergence of numerous game development studios, bot
h small indie developers and larger companies. These studios create games for var
ious platforms, including mobile, PC, and console. Some notable Indonesian game
studios include Agate, Toge Productions, and Touchten Games.

It can be seen that Indonesia has enormous potential in the gaming industry. W
e cannot deny that this digital game has indeed become the target of entertainment
from all walks of life, one of which is students. In this case, the researcher takes th
e opportunity to change all the speculation about digital game as an exciting new l
earning environment for students in Indonesia.

D.Discord

Discord is an application that is often used by gamers to communicate and

use in the system based on Windows, iOS, Android, Linux, even Mac. Discord app
has various facilities to communicate that other applications do not have. One of the
features to use for communicates such as a telephone. This feature allows educators to
convey material freely to students (Rakhmawan, Aditya, et al., 2020). Discord,
primarily known as a communication platform for gamers, was created with the aim
of providing gamers a reliable and feature-rich platform for communication and
collaboration. It was developed by Jason Citron and Stanislav Vishnevskiy and was
officially launched on May 13, 2015. To access the Discord application, researchers
was used convenient software such as Microsoft, Android, and iOS. According to
(Pressman, 2002) states that software is a command program that is contained in a
computer. When executed by the user, it was provided a number of functions while
displaying the information desired by the user. Therefore, the teaching and learning
process was ran smoothly using the software. Even though there are numerous ways
to communicate while gaming online, many of them are restricted to specific
platforms or consoles. Discord is one of the most popular online communication
platforms for gamers with over a quarter-billion users, it is the most popular social
media platform.

Discord is successful because it is platform agnostic. It can be linked to an

Xbox account, a PlayStation account, a PC account, or a mobile account. Users can
chat directly via voice, video, or text on Discord, and they can also join servers where
bigger communities participate. Discord may have been founded by gamers, but do
not take it wrong, over time, Discord is no longer locked to a single system. Due to
Discord's flexible features which make Discord an argument for non-gaming uses
such as presentation, meeting, and learning. Discord provides both private and public
servers, where users can engage in friendly conversation with strangers. It can also
work for any type of communication that demands privacy. As stated by (Schwartz,
Using Discord to Facilitate Student Engagement, 2021, p. 120) Discord is a
messaging tool that gained popularity in video game communities due to its versatility
and simplicity. A large number of pupils already have accounts and are proficient
users. Teachers can speak with students in real time by incorporating a synchronous
Discord component into the remote course.

Furthemore, based on (Cacho, 2020) experimental under the title “Using

Discord to Improve Student Communication, Engagement, and Performance”
Students' responses on using Discord as an optional component of the class revealed
that 80.9% of those polled believed that Discord improved their grade. On the other
hand, 98.5% of those polled said yes to the question, "Do you think Discord allowed
you to receive help when you would not have been able to get it otherwise?" (For
instance, late at night, just before a deadline.)” Furthermore, 98.5% of students
considered Discord to be enjoyable and would like to see it implemented in future
classes. Referring to the explanation above, the Discord application can be the answer
for students to facilitate the learning process in synchronous learning.

Moreover, the presence of Discord application in turning the conventional

class into a virtual class can be breath of fresh air in teaching vocabulary
enhancement.

The History and Development of Discord Application

 TAMBAHIN REFERENCES

Jason Citron, one of Discord's co-founders, had previously developed a mobile

gaming company called OpenFeint. After selling OpenFeint to GREE for $104
million in 2011, he turned his attention to creating a communication platform for
gamers. The idea for Discord arose from Citron's personal experiences with gaming
and frustration with the available communication tools. People are huge fans of
meticulous planning. However, in certain circumstances, such meticulous planning
could have begun by accident. Discord Application which is now used by many
people also started from there. It started with Jason Citron's love of video games.
When he was a kid, He colored his childhood with popular games such as World of
Warcraft (WoW) to Everquest. Citron's passion for games also led him to learn
programming. His ambition is to create video games. As a result, when his studies
came to an end, his determination was made. He would like to create his own game.

Citron, who was 23 years old at the time, released his first game for the iPhone
in 2008. However, a year later, he changed direction a bit. The video game element is
still felt but this time in the form of social media. Citron and his team began working
on Discord in 2014. They aimed to create a platform that was user-friendly, reliable,
and tailored specifically to the needs of gamers. They recognized that existing chat
and voice communication services, like Skype and TeamSpeak, had limitations and
were not optimized for gaming. It was 2014, as a platform that tends to be similar to a
voice calling app lication, even though it's actually designed for games, it's clearly
difficult for Discord to thrive. People are more familiar with other platforms such as
Skype which is currently very popular.

Discord was officially launched to the public on May 13, 2015. It quickly
gained traction in the gaming community due to its ease of use, low latency voice
chat, and the ability to create and manage servers for different gaming communities.
Discord's success attracted investors, and the company secured significant funding
rounds. Partnerships with game developers and publishers also helped integrate
Discord into various gaming ecosystems. While Discord was initially designed for
gamers, its user base expanded beyond the gaming community. Users found Discord's
platform useful for various interest groups, including hobbyists, study groups, and
professional communities. In January 2017, Discord introduced Discord Nitro, a
subscription service that offered enhanced features, including higher quality screen
sharing, custom emojis, and a Nitro badge for users. This provided a revenue stream
for Discord to sustain its services and development. Discord continued to evolve by
adding screen sharing and video call features, making it a comprehensive
communication platform beyond text and voice chat. The platform's community-
driven nature led to the creation of numerous servers, some of which amassed
millions of members. Discord became a hub for content creators, streamers, and
communities to engage with their audiences.

Challenges and Controversies

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Discord faced challenges related to content moderation and safety. The

platform took steps to address issues such as harassment and the spread of harmful
content by implementing stricter guidelines and tools for server owners and
moderators. As Discord grew, it faced competition from other communication
platforms, including Slack, Microsoft Teams, and Zoom. These platforms aimed to
capture both the gaming and business communication markets.

Recent Developments

Discord remained a popular and widely used communication platform, with

millions of users worldwide. The company continued to update its features and
address challenges to maintain its position as a leading platform for online
communities and gamers.

Entering 2019, Discord is becoming more mainstream. Its users are no longer
specific and limited to gamers, but are starting to target a much wider audience. One
of the reasons is that many game influencers have their own Discord servers.
Youtuber Sara Dietschy is one of them. That year he created his own Discord server
which he used to communicate with fans. Everything Discord presents seems to suit
most of us, many countries use Discord as a learning media.
 Moreover, Discord is a fairly private social media. As Facebook founder Mark
Zuckerberg once said, “this is something that many people crave.” Make this
application more interesting and become more popular to the other audience.

The Purpose of Discord Application

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This application is completely free to use. We can even create our own voice
chat server with friends, relatives, or even parents. A graphic from the official website
that compares this voice chat tool to others such as Team Talk, RaidCall, and Skype.
This software is also available for free for Android and iPhone.

Implementation of optimizing the Discord application as a learning media for

students, where its use replaces conventional learning to modern learning. The
learning process is felt to increase the results of the objectives in learning if the
learning process is supported by the existence of learning media. Learning media is a
tool for the learning process that is used as a stimulus to the thoughts, feelings,
attention and abilities or skills of students. This learning media is held as a tool in the
learning process.

Media development in the learning process is needed as a good delivery of

material that is why, Discord application can help teachers to create a system efficient
and effective education through online learning, to improve method or strategy in
teaching and learning process.

Discord Application usage procedure

To define the platform's structure, Discord uses the metaphors of servers and
channels. On Discord, a user can make a server, manage its public visibility and
access, and create one or more channels within it. Users can construct channels within
a category framework within a server, based on access limits. Text-based and voice-
chat channels can be created by users. Access to and visibility of the channels can
both be customized. One such customization is the ability to label channels as
"NSFW" (not safe for work), which requires first-time channel visitors to certify that
they are over the age of 18 and ready to view such material.

The instructions below walked through the process of setting up an account

and connecting with friends on Discord:

1. Creating an Account, we need to press Register to create account and we need to

enter; Username, email address or phone number, and a password

2. To set up our account, click on the circle icon in the bottom right-hand corner, and
then select My Account.

3. After those steps, we can add our friends by sending friend request, add them in a
Server.

4. Start by pressing the green + sign button in the left sidebar to manually enter an
invite link we’ve received.

If you’re on a browser, start by heading to https://discord.com/login. Once you’re at

the login page, type in either 1) your email address or 2) phone number that has been
officially verified to your Discord account in the first text box. You will need to verify
your phone number to your Discord account before using phone number login.
QR Code Login

If you would like to conveniently and securely login into the Discord desktop client,
you can also use the QR Code Login feature via the Discord mobile app to do so.

1. In order to use QR Code Login, start by logging into your Discord account on the
mobile device.

2. Then open the User Settings menu by pressing your profile icon in the bottom left
corner.

3. Once you’ve been redirected to the Overview page, select the Scan QR
Code option to enable your camera mode for the QR scan.

4. After the scanner is triggered, simply line up the box with the QR code on the
desktop screen. and then you’ll be asked to verify your Discord login on the mobile
device.
Discord Application Features

The reason that researcher chose the Discord application compared to the
other applications was because there were fewer Discord users in Indonesia, and it
tends to only be used by gamers and some influencers. However, another reason that
makes researcher more interested was the features of Discord itself, where Discord
has many very useful features those other social media platforms did not even have,
here are some features that Discord provide for its users:

1. Server: This feature is actually similar to the group features of other social media
platforms, the difference are the reach, capacity, and there is a "Channel" feature that
could be custom made or more specific topic in it. The capacity of 1 server in Discord
can accommodate 800,000 users, and of course this facility is free.
Discord gives you the power to create an invite-only home for your friends or
community - a place where you can talk, hang out, and have fun.

You can join or create servers for all kinds of communities; book club, a dance class ,
a study group, or just some friends you want to spend time with.

2. Channel: To make it even easier to use, channels are available in both text and
voice formats. Individual channels on the server can also be made private, allowing
only those who have been invited to use them. Discord allows people live in channel
and share their screen, having an online meet, audio talks, and others.
Text channels are separate spaces for talking over text. They keep conversations
organized and give everyone plenty of room to talk. Create separate channels for all
the topics your group likes to talk about--from fishing trips to cooking tips.

Voice channels are where you can hang out over voice and video. There’s no calling
or ringing required - just click on a voice channel to enter it. Friends in your server
can see you’re in there, and pop in to talk, wave hello over video, or share their
screen.

3. Direct Massage: This feature is very similar to other social media features, users
can send a text message, photos from the gallery or camera, videos, office files or
others.
4. User Profile: Discord users must create a username and register with an email
address. To prevent multiple users from using the same username, they are given a
four-digit number called a "discriminator," which is appended to the end of their
username and prefixed with "#." For example: Rizqi#7102

5. Video Calls & Streaming: allowing users to video calls with maximum 10 users, set
the quality video, and set up camera.

6. Slash Commands (Bot): These features are versatile and very rarely found on other
social media. Users can use the "bot" as an aid to run something on Discord, by using
the "/" or "slash" symbol on the keyboard that we can command the bot to do
something. People also can play music by type this command: “/play Lauv –
Feelings” and here are some of the other commands.

7. Keyboard Navigation: This feature comes in handy for users who don't want to use
the mouse or who want to be more practical. Discord has a number of shortcuts to
help you get things done faster. Some of the shortcuts: q=quote message, +=add a
reaction, r=reply to message, e=edit, alt+enter=mark unread, and more.

8. Reduce Motion & Emoticon: Discord creates the perception of depth by using
motion effects. However, for users who are affected by excessive motion and
movement within apps, these effects can be problematic. As a result, Reduced Motion
has been added to help. Discord has their own emoji called animated emoji, more
precisely GIF but with the minimized size, it is making it easier to scrolling down.

9. Spellcheck: Discord has its own spellchecker and available for MacOS and
Windows 8+.

10. Link Connection: can connect to 3 different devices at the same time and play
Spotify on Discord

The Limitation of Discord

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While Discord can be a useful platform for various educational purposes, including
learning vocabulary, it also comes with certain limitations when used for this specific
goal. It's important to be aware of these limitations to make informed decisions about
using Discord as a vocabulary learning tool:

1. Distractions: Discord is a versatile platform that allows for text and voice
communication, which can lead to distractions. Students may be tempted to engage in
off-topic conversations, memes, or other activities that divert their focus away from
vocabulary learning.

2. Lack of Structured Curriculum: Discord itself does not provide a structured

curriculum for vocabulary learning. Without a clear plan or educational resources, it's
easy for students to wander aimlessly and not make meaningful progress in expanding
their vocabulary.

3. Quality Control: The quality of language used on Discord can vary widely. Students
may be exposed to informal or slang language that may not be appropriate for
academic or professional contexts. Ensuring that students are in moderated,
educational servers is crucial.

4. Compatibility with Educational Goals: The use of Discord for vocabulary learning
should align with specific educational goals and objectives. It may not be the most
suitable platform for all learning scenarios or age groups.
 Using Discord for Learning Vocabulary

TAMBAHIN REFERENCES

Discord can be an effective tool for vocabulary learning as it allows users to

join communities and interact with others who may share similar language goals or
interests. Within these communities, members can participate in discussion channels,
voice chats, and even engage in language exchanges with native speakers. There are
also various bots and tools available on Discord that can help users practice
vocabulary, such as flashcards or word of the day features. Additionally, using
Discord for vocabulary learning provides a more interactive and engaging experience
compared to traditional study methods like reading textbooks or listening to lectures.
The aim of the study was to determine which of them are present in the game and how
their related qualities might aid language acquisition. Discord's unique features make
it a great platform for students to improve their vocabulary. With its various servers,
voice and video calling, language immersion, and vocabulary exercises, students can
benefit and improve their vocabulary while also having fun and interacting with other
students. In addition, the benefits found are used to assess a game’s chances of learnin
g the language. The results of this study can be used to show how Discord can help pl
ayers learn English as a foreign language at an affordable price by bringing in new fea
tures to their content.

Previous Study TAMBAHIN REFERENCES

based on (Cacho, 2020) experimental under the title “Using Discord to

Improve Student Communication, Engagement, and Performance” Students'
responses on using Discord as an optional component of the class revealed that 80.9%
of those polled believed that Discord improved their grade. On the other hand, 98.5%
of those polled said yes to the question, "Do you think Discord allowed you to receive
help when you would not have been able to get it otherwise?" (For instance, late at
night, just before a deadline.)” Furthermore, 98.5% of students considered Discord to
be enjoyable and would like to see it implemented in future classes. Referring to the
explanation above, the Discord application can be the answer for students to facilitate
the learning process in synchronous learning.
 This research is slightly more developed than the previous research, because p
revious research only looked at English language learners outside of the perspective o
f Indonesian. As a consequence, there may be gaps in knowledge between Indonesian
students and foreign students. In order to provide reliable, objective results, this resear
ch will cover two instruments that incorporate qualitative data. Regardless of the gaps
that still need to be filled, researchers should focus on earlier research as a guide for d
oing current research. Researchers will thus concentrate this research on the examinati
on of perspectives of the processes of EFL undergraduate students using Discord as a
learning tool in order to increase students’ vocabulary after identifying certain gaps in
previous research.

Moreover, this research examines undergraduate students’ perceptions of playi

ng Discord in the success of their vocabulary learning, and the researcher deliberately
involve students from outside English department so that the researcher expects that st
udents who barely know English can learn and improve their vocabulary in English th
rough Discord.
 CHAPTER III
METHODOLOGY

A. Method and Design of the Research

This research adopted a method based on qualitative research, which is comm

only used and carried out by a team of researchers in the social sciences, including ed
ucation. This qualitative research methodology, according to Creswell (2017), require
s considerable efforts such as asking questions and processes, acquiring specific partic
ipant data, inductively analyzing data from specific themes to wider themes, and inter
preting data meaning. Qualitative research is conducted to build knowledge through u
nderstanding and discovery. A qualitative method is an investigation of social phenom
ena and human problems according to inquiry and knowledge (Iskandar, 2009).
This research used a descriptive-qualitative design. Descriptive qualitative des
ign is a formulation of the problem that guides research to explore or capture the socia
l situation that will be thoroughly, broadly, and deeply examined (Saleh, 2021). A qua
litative methodology is a type of study that generates descriptive data in the form of s
poken or written words from people or observed behaviour, according to Bogdan and
Taylor, who were referenced by Moleong (2007). The social phenomenon of giving w
ords to the thoughts and views of the study participants is the main subject of research

A qualitative method is one that uses verbal and written descriptions to describ
e the phenomena that study respondents experience, such as behaviour, perceptions, in
terests, motives, and actions (Saleh, 2021). This qualitative approach aims to obtain c
omplete information about “Students’ Perceptions on Using Discord for Students’ Voc
abulary Mastery”.
The questionnaires and interviews that consists of participants’ perceptions are
served as the basis for a qualitative analysis. The explanations are then organized acco
rding to the results. The object that is the focus of the inquiry exhibits the qualities of
qualitative research. Qualitative research places a greater emphasis on quality factors
because it does not emphasize amount or quantum. Research can be conducted more t
horoughly to produce the needed data because there is no participant cap in the metho
d of prioritizing quality.
B. Place and Time of the Research

This research will conducted in September 2023 on active student background

s outside the English Department. This research method was carried out using online t
ools such as g-Meet, g-Form, g-Sheet, Instagram, Twitter, TikTok, and WhatsApp. Th
e researcher chooses online because it can be done in person, by phone, computer, or
by mail. With online tools, it provides a relatively inexpensive, fast, and efficient way
to reach participants far away, making it impossible to meet in person.

C. Research Population and Sample

In this research, the population will conducted from general undergraduate stu
dents in Indonesia outside the English department. It is intended that the researcher ca
n identify the vocabulary mastery process for those who do not have basic knowledge
of English vocabulary. The population will addressed by utilizing social media as a lia
ison tool between researcher and participants.
This research was employed a purposive sampling technique, which means tha
t the sample was chosen in accordance with specific standards defined for the subjects
it is intended to investigate (Creswell, 2017). The sample was selected from the partic
ipants who volunteered based on the questionnaire form that the researcher spreads thr
ough social media. The sample is from the participants who met the requirements, whi
ch are active students from backgrounds outside the English Department. The selectio
n of participants with the requirement that participants must be active students outside
of the English department aims to see what the perceptions of students who do not ha
ve basic knowledge about learning English are with the specifications of their vocabul
ary mastery.

D. Research Instrument

There are two instruments used in this investigation. There are questionnaires
and structured open-ended interview questions. In questionnaire and interview, partici
pant is tasked with answering statements in Scala Likert questions about their percepti
ons using Discord as medium for increasing their knowledge of English vocabulary. T
he point of this questionnaire is to find out whether students are having a hard time in
creasing their vocabulary in their everyday life.
1. Questionnaires
The first instrument is a questionnaire. The questionnaires are meant to provid
e insight and defines undergraduate EFL students’ perceptions on digital games fo
r vocabulary improvement. The questionnaires were given to the participants, gen
eral active students outside the major of English by providing alternative answers
using an ordinal scale in the form of a Likert scale arranged with positive and neg
ative sentences. There are four response options, namely:

HASILNYA BUKAN SKOR TAPI DESKRIPSI

Table 3.2 Response Options

Score
Alternative Answers Positive Negative
Strongly Disagree 1 4
Disagree 2 3
Agree 3 2
Strongly Agree 4 1
(Sugiyono, 2014)

This Likert scale allows participants to determine the topics based on their per
sonal circumstances. This scale is made up of a set of statements that reflect respo
ndents’ opinions regarding the object under investigation (Ahyar et al., 2020). The
re is no correct or incorrect response in this case. It does, however, reflect the expe
riences of students when playing Discord digital games. There are 5 indicators in t
he statement namely:

1) Familiarity to the digital games and Discord.

2) Frequency of students in playing Discord game.
3) Discord as a medium for learning English.
4) Motivation, enthusiasm, and activeness of students by using Discord as
source media to learn vocabulary.
5) The importance of Discord digital game as a medium for increasing kn
owledge of English vocabulary.

Table 3.3 Blueprint Questionnaire

 Indicators Statements
Q1 I am familiar with digital game.
Saya terbiasa dengan game digital.
Q2 Digital games are effective media for learning E
nglish.
Game digital adalah media yang efektif untuk be
lajar bahasa Inggris.
Q3 I am familiar with Discord as a digital game.
Saya mengenal Discord sebagai game digital.
Familiarity to the Q4 I do not have any difficulties in accessing
digital games and Discord in phone or PC.
Discord. Saya tidak mengalami kesulitan dalam mengaks
es Discord di ponsel atau PC
Q5 I do not have any difficulties in understanding th
e English language used in Discord.
Saya tidak mengalami kesulitan dalam memaha
mi bahasa Inggris yang digunakan di Discord.
Q6 I play Discorddigital game every day.
Saya memainkan game digital Discord setiap ha
ri.
Q7 I play Discord game more than 4 times in a wee
k.
Saya bermain game Discord lebih dari 4 kali da
Frequency of stud lam seminggu.
ents in playing Q8 I play Discord game less than 4 times in a week.
Discord game. Saya bermain game Discord kurang dari 4 kali
dalam seminggu.
Q9 I play Discord for more than three hour every da
y.
Saya memainkan Discord selama lebih dari tiga
jam setiap hari.
Q10 I play Discord for less than three hour every day.
Saya memainkan Discord kurang dari tiga jam s
 etiap hari.
Q11 I am getting more relevant articles, videos, or ot
her resources that can help develop vocabulary t
hrough Discord.
Saya mendapatkan lebih banyak artikel, video, a
tau sumber daya lain yang relevan yang dapat
membantu mengembangkan kosakata melalui Di
scord.
Q12 I learn new adjectives through Discord channel a
nd server feature in Discord game
Saya mempelajari kata sifat baru melalui salura
n Discord dan fitur server di game Discord
Q13 I learn new phrases that related to every day’s lif
e through frequent communication between nati
ve English speakers.
Saya mempelajari frasa baru yang berkaitan de
ngan kehidupan sehari-hari melalui komunikasi
yang sering dilakukan antara penutur asli bahas
Discordas a mediu a Inggris.
m for learning En Q14 I learn new verbs that related to every day’s life
glish. while playing Discord especially through conver
sations.
Saya mempelajari kata kerja baru yang berhubu
ngan dengan kehidupan sehari-hari saat bermai
n Discord terutama melalui percakapan.
Q15 I learn some expressions in English through the i
nteraction with other players.
Saya mempelajari beberapa ekspresi dalam bah
asa Inggris melalui interaksi dengan pemain lai
n.
Q16 Discord digital game increases my English voca
bulary.
Game digital Discord menambah kosa kata bah
 asa Inggris saya.
Q17 Discordaffects my English vocabulary memoriza
tion skills.
Discord memengaruhi kemampuan menghafal k
osa kata bahasa Inggris saya.
Q18 I feel motivated to acquire more English vocabul
ary by using Discord game as a medium.
Saya merasa termotivasi untuk menambah kosa
kata Bahasa Inggris dengan menggunakan gam
e Discordsebagai media.
Q19 I feel enthusiastic to acquire more English vocab
Motivation, enthu ulary by using Discordgame as a medium.
siasm, and activen Saya merasa antusias untuk menambah kosa kat
ess of students by a Bahasa Ingris dengan menggunakan game
using Discordas a Discordsebagai media.
medium to learn v Q20 I am actively acquiring English vocabulary when
ocabulary. using Discordgame as a medium.
Saya aktif memperoleh kosa kata Bahasa Inggri
s saat menggunakan game Discordsebagai medi
a.
Q21 Discord various servers, vocabulary exercises, v
oice and video calling feature helped me in learn
ing English vocabulary.
Discord server, latihan kosakata, fitur panggila
n suara dan video membantu saya dalam mempe
lajari kosakata bahasa Inggris.
The importance of Q22 Discordgame as a medium is more engaging and
Discorddigital ga interesting in learning English vocabulary.
me as a medium f Sebagai media, game Discordlebih menyenangk
or increasing kno an dan menarik dalam mempelajari kosa kata b
wledge of English ahasa Inggris.
vocabulary. Q23 I acquire more English vocabulary from Discord
game rather than in academic ways.
 Saya memperoleh lebih banyak kosakata bahasa
Inggris dari game Discorddaripada secara akad
emis.
Q24 Discord gives opportunity to choose topics that I
interested in and tailor learning experience
accordingly
Discord memberikan kesempatan untuk memilih
topik yang saya minati dan menyesuaikan penga
laman belajarnya
Q25 Discorddigital game is important as a medium in
English vocabulary learning.
Permainan digital Discordgame itu penting seb
agai media dalam pembelajaran kosakata bahas
a Inggris.

1. Open-Ended Semi-structured Interview Question

The data collecting method known as the interview requires a direct line of int
eraction between the researcher and the respondent, or participant. Typically, one-
sided questions and answers are conducted systematically and center on the study’
s goals during interviews. The research was employed participant interviews follo
wing the questionnaire to discover more about their opinions as a result of playing
Discord .

Table 3.4 Blueprint Interview Questions

Q1 What do you know about Discord?

Apa yang kamu ketahui tentang Discord?
Q2 How often do you play Discord?
Seberapa sering kamu bermain Discord?
Q3 What is your objective of playing Discord? As a medium for learni
ng English or just for fun?
Apa tujuan kamu bermain Discord? Sebagai media untuk belajar B
ahasa Inggris atau hanya untuk bersenang-senang?
Q4 What are the advantages of playing Discord in general?
 Apa keuntungan bermain Discord secara umum?
Q5 What are the advantages of playing Discord as a medium for learni
ng English?
Apa keuntungan bermain Discord sebagai media untuk belajar Bah
asa Inggris?
Q6 What are the disadvantages of playing Discord in general?
Apa kerugian bermain Discord secara umum?
Q7 What are the disadvantages of playing Discord as a medium for lear
ning English?
Apa kerugian bermain Discord sebagai media untuk belajar Bahas
a Inggris?
Q8 Are there any obstacles in playing Discord?
Apa ada kesulitan saat bermain Discord?
Q9 Based on your experience of playing Discord,can Discord increase
your English vocabulary?
Berdasarkan pengalamanmu bermain Discord, dapatkah Discord
meningkatkan kosakata Bahasa Inggris kamu?
Q10 Based on your experience, how do you implement Discord in incre
asing your English vocabulary?
Berdasarkan pengalanmu, bagaimana kamu menjalankan Discord
dalam meningkatkan kosakata Bahasa Inggris kamu?

E. Data Collection Procedure

This research was gathered data using two methods: Google Forms and
Interview (In person and Google Meet). It was gathered data from questionnaires conc
erning the statements in this instrument using a Google Form. The participants were g
iven orders in the form of a Scala Likert with 25 statements of their perceptions using
Discord digital game as medium for increasing English vocabulary.
Meanwhile, for interviewing each participant will be In person and Google Me
et for roughly 20-30 minutes. The goal of the interview is to clarify and improve the d
ata based on the questionnaire. Individual conversations are conducted by the research
er. The interviews will done online by the researcher used Google Meet as the mediu
 m, who employed a semi-structured interview. According to Paltridge and Phakiti (20
18), in a semi-structured interview, the researcher might adjust the interview method i
n order to learn more about how the participants respond.

F. Data Collection Technique

Researchers gather qualitative research data. Researchers collect data through que
stionnaires and interviews.
1. Questionnaire
The researcher collected data using open-ended questionnaires to determine the stu
dents' experience with podcasts, their opinions of using podcasts to increase
listening comprehension abilities, and their difficulty with podcasts. The researcher
employed open-ended questionnaires to learn about the students' podcast listening
habits. The students were given 10 open-ended questions through Google Forms. The
questionnaire uses open-ended questions to find problems more openly; participants
are asked for their opinions and ideas.
2. Interview
The interview aims to clarify and enhance the data based on the questionnaire. The
researcher conducts one-on-one interviews. The researcher conducted the interviews
offline and in person—a semi-structured interview used by the researcher. According
to Paltridge and Phakiti (2018), the researcher might vary the interview technique in a
semi- structured interview to learn more about how the participants respond. The
interview acquired more specific information regarding the students' perspectives on
the usage of podcasts in listening skills and the challenges the students faced when
listening to podcasts that the questionnaire results did not provide.

G. Data Analysis Technique

The researcher analyses the data after it has been collected. During the researc
h, qualitative data will be examined from questionnaires and interviews. A questionn
aire will analyse students' perceptions of podcasts in listening skills. For data, results
from open-ended-questionnaire and interviews will use a thematic analysis. Thematic
analysis is a method for identifying, analysing, and reporting patterns (themes) within
 data (Braun & Clarke, 2006). The formula that the writer used in the table of percenta
ge was:

P = Percentage
F = Frequency of the answer
N = Number of samples

H. Trustworthiness

A study’s trustworthiness or truth-value is defined as the degree of confidence

in the data, interpretation, and processes used to ensure research quality
(Connelly, 2016)
. Credibility, transferability, dependability, and confirmability are the four require
ments for preserving trustworthiness in qualitative research (Shah & Corley, 2006). A
side from the four qualitative research requirements stated by Shah and Corley (2006),
Connelly (2016) adds authenticity as the additional criteria.

Continuous interaction with participants, constant observation, interviews with

informants, double-checking data, and searching for relevant hypotheses are all techni
ques for building credibility (Shah and Corley, 2006; Connelly, 2016). To maintain cre
dibility in this study, researcher will involve participants directly while utilizing a vari
ety of data sources, including questionnaires, semi-structured interviews (in-depth inte
rviews), documentation, and references from books, journals, and online sites.

The stability of understanding circumstances depends on the subject matter of

the research (Connelly, 2016). Dependability refers to the stability of data from time t
o time under research conditions. To ensure research dependability, data will be collec
ted in this study until saturation requirements are met, resulting in consistent categoriz
ation (Shah & Corley, 2006).

In qualitative research, transferability refers to the extent to which discoveries

are beneficial to individuals, as opposed to other parts of research in which the reader
determines how applicable the findings are to a particular circumstance. Transparency
and comprehensive and detailed descriptions of the environment, place, and informant
s examined emerge from transferability (Prasetyo, 2020). To maintain research transfe
rability, the concepts, categories, and subcategories that emerged from the analysis of
 questionnaires, interview transcripts, field notes, and documents were converted to spr
eadsheet files in this study (Shah & Corley, 2006). Then, in the literature, investigate t
he relationship between concepts, categories, and the relationship between categories
and subcategories.

Confirmability is defined as neutrality or the degree of consistent and repeated

findings, with the goal of avoiding researcher bias (Connelly, 2016). To avoid bias fro
m researchers, data will be acquired from participants through questionnaires, and in-
depth interviews are recorded and transcribed into notes in this study
(Shah & Corley, 2006)
.

I. Data Analysis Procedure

The data analysis technique in this study is a way to systematically discover an

d arrange the information gathered from the instruments. Participants will be asked fo
r their TOEFL scores with the aim that the researcher can qualify what level the partic
ipant is at so that the researcher can identify their perceptions based on the backgroun
d of each participant. Then the participants will be given the questionnaire. The results
of the questionnaire were then analyzed and described by the researcher. In-depth inte
rviews were conducted to strengthen existing statements based on the questionnaire da
ta. Interviews were also taken based on the perceptions of each category which researc
hers have previously categorized based on their level, with the aim of identifying misi
nformation from existing participants.

Thematic analysis will used to analyze data from questionnaires and interview
s. Thematic analysis (Braun & Clarke, 2006) is a method for identifying, analyzing, a
nd reporting patterns (themes) within data. The formula that the researcher will be use
d in the table of percentage is:

F
P= N
× 100%

P = Percentage

F = Frequency of the answer

N = Number of samples
(Fatmawati, 2016).