







































 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

zzzzzz z 

Designing Superlary Game to Learn Vocabulary of Tenth 

Grade Students 
 

Hesty Puspita Sari, Wahyu Dwi Lestari 

English Department, Faculty of Teacher Training and Education, 
 Balitar Islamic University, Blitar 

Email: hestypuspita1403@gmail.com 

 

Accepted: 

10 August 2020 

reviewed:  

September 5, 2020 

Published:  

20 November 2020 

 

Abstract: The background of this research is important of vocabularyt in leaarning English. But students still 
difficult to adding and memorizing the vocabulary. So, to help students for learning it, the researcher develop 
platformer game with combination material of tenth grade students and have the result Superlary Game. To 
develop this media, researcher used the Sugiyono development model. This development aims to give the media to 
learn English vocabulary in order to increase motivate to learn English of tenth grade students of senior high school. 
Based on the Sugiyono model, researcher only use eight from ten steps, namely potential and problem, data collection, 
design product, design validation, design revision, product trial, product evaluation and final product. English 
Learning media produced in the form of computer-based game application used programer conctruct 2, which contains 
the second semester vocabulary material for class X SMA / MA students. This media completed with guiding book 
of how to play the game. The student’s response for this game have the result large scale trials obtaining total score 
are 816 from criterion score 960, percentage of students’ response are 85% this valued include in 80 < x < 100% 
in criterion score. So it can be concluded that the learning media developed is very good for use in learning classes in 
class X SMA / MA on second semester vocabulary material. 
 

Keyword:  Platformer, Game, Vocabulary, Learning Media  

 

INTRODUCTION 

Vocabulary is a basic aspect of language that must be mastered to communicate. 
Vocabulary is also an important part of learning a language that has been mastered, especially 
English, which is the main foreign language used after local languages. According to Hatch and 1 
vocabulary is a list or set of words for a particular language or a list or set of words that individual 
speakers of language might use. However, many students have not mastered a lot of vocabulary. 
This is because students still have difficulty learning and adding new vocabulary. The weak mastery 
of vocabulary makes it difficult for students to learn English, especially in speaking and 
communicating. 

Sari 2 states that vocabulary mastery can be improved by using learning media. She also 
supported that media is really affecting students in learning vocabulary, 3. Vocabulary mastery can 
be improved through learning media such as simulations and games. Games as learning media are 
called educational games. With games in learning, students will feel happy with the ongoing 

 
1 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education. (ERIC, 1995). 
2 Hesty Puspita Sari, “The Effectiveness of Using Pictures in Teaching Vocabulary to the Sixth Grade 

Students of SDN Singkalanyar I Prambon Nganjuk Viewed from Their Motivation (An Experimental Study)” (UNS 
(Sebelas Maret University), 2008). 

3 (Sari et al., 2018) 

mailto:riyu.choirul57@gmail.com


 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

160 
 

zzzzzz z 

learning. This is supported by 4:39) who state that the value of educational games increases in 
language education because they make education fun. According to 5 teachers can use existing 
technology to become an appropriate learning medium, making it easier for students to receive 
learning material. 6 adds that game can motivate and interact students to learn. Students having 
high spirit to ear due to they are learning not seriously but by playing game7. 
8 in his book explains that interactive learning is often known as computer-based learning. By using 
computers, educators can develop design, production, implementation, and learning evaluation 
materials. The advantages of computer-based learning are stated by including the use of computers 
in educational institutions to provide flexibility for students to determine learning speed and to 
choose the order of learning activities according to their needs. According to 9 2001: 26-28) the 
benefits of computer-based learning are computers that really support individual learning, where 
an individual learning system is recommended in modern education. 

Based on previous research, it has been explained that the learning model in the form of 
games or games can increase the attractiveness of children in learning and improve children's 
abilities in understanding learning material. This game application develops with the previous 
application, namely the Development of M Quotting Platform for object name recognition in 3 
languages for early childhood using Construct 2, where construct is an integrated game engine 
software to create HTML5-based 2D games that support various platforms such as PC, iPhone, 
Mac, Android, IOS and browser 10. 

From previous research by 11 entitled The Effect of Big City Adventure Game Media 
Utilization on Learning Outcomes of English Vocabulary Mastery in Class II Madrasah Ibtidaiyah 
Students Ihyaul Ulum Bluri Lamongan stated that percentages are the result of a number an 
average of 86,11 %. If on the criteria for qualitative data the percentage classified as Good Once. 

Based on the description above, the researcher is interested in conducting research on the 
effect of the superlary game in mastering vocabulary in class X IIK 2 MA Bustanul Muata'alimin, 
Blitar. The digital media for Superlary games will be useful to help students master vocabulary. 
 

METHODS 

The model used in this study is the 12 model by using several stages. This development research 
uses the eight stages as follows. 

1. Analysis of Potential Problems 
In the first stage of this research, the researchers found potential and problems after 

observing the initial needs analysis by interviewing and distributing questionnaires to 
teachers and students of SMA Bustanul Muata'alimin. Researchers conducted interviews 
with class X teachers with the aim of knowing the use of instructional media in class and 
student difficulties in learning English. From the observations, the researcher found 
problems that could become obstacles in the learning process, namely the difficulties of 

 
4 Derakhshan & Khatir (2015 
5 Aunurrahman et al., (2017) 
6 (Sari & Hestiningrum, 2019) 

7 Abdul Muhid et al., “Improving Islamic Elementary Students’ Reading Comprehension Skill through Survey, 
Question, Read, Recite, Review (SQ3R) Strategy,” International Journal of Psychosocial Rehabilitation 24, no. 7 
(2020): 9589–9598. 

8 Erlinawati et al., (2016) 
9 Ismaniati, 
10 Emy Nurchasanah, S T Endah Sudarmilah, and M Eng, “Pengembangan Multiplatform Game 2D 

Pengenalan Nama Benda Dalam 3 Bahasa Untuk Anak Usia Dini” (Universitas Muhammadiyah Surakarta, 2016). 
11 MUFLIHATUN NISWAH, (2014) 
12 Sugiyono (2008) 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

161 
 

zzzzzz z 

students in mastering English vocabulary and also the use of less attractive learning media 
such as the use of textbooks and worksheets. 

This is due to the lack of creativity and innovation of educators in the use of learning 
tools. Therefore, there is need for innovation, namely by developing technology-based 
learning media, the hope is that students will be more active and motivated to use game-
based learning media. 

2. Data Collection 
After making observations in the form of interviews and distributing questionnaires to 

class X teachers and students, potential and problems were obtained, then it was necessary to 
collect information that could be used to design media products that were expected to solve 
problems. The method to be used depends on the problem and the accuracy of the objectives 
to be achieved. 

3. Product Design 
At this stage the researchers began to prepare the materials needed for media production 

including hardware in the form of computers, class X textbooks and software such as the 
Construct 2 application, Corel Draw x7 and preparing material to be included in the media. 
In making a game application, the maker also prepares the images needed in the game, such 
as characters, background, ground and other images needed in making the superlary game. 
  



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

162 
 

zzzzzz z 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

a. Layout (interface) 
In the chart above, it is explained that there are several interesting things in this game-

based media. The material is designed by combining animations that are compiled as a 
whole. In this game there are backsounds and quiz-seeking adventures. The initial step of 
development is to collect backgrounds and create images (characters, keysdoors, quizzes, 
ground, backgrounds) based on potable network graphics (.png) using Corel DRAW 
X7.Furthermore, programming is carried out based on the procedures mentioned above. 
Sprites buttons, backgrounds are collected and arranged into a complete unit on the 
Construct 2 worksheet or layout. 

  

 
Figure 1 

  
 
 
 
 

Construct 2  

 

 Open 

Corel Draw 

Gambar. png 

Layout Even Sheet 

File.aplikasi  
Nwjs 

Run Layout 

Superlary 
game. Apk 

Audacity 

Audio. Ogg 
atau 

Audio.wav 

Superlary game 
berbasis HTML 

Export Project 

Chart 1. Design Mock-up product 

Doing  
preface 

Designing 
Program code 

Trying out the program 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

163 
 

zzzzzz z 

 
 

b. Writing program code (coding) 
The coding process is done on a worksheet called an event sheet, where there are 

logics for running the layout. In this logic, there are various terms such as global variables, 
instance variables, in general language this logic is termed "if then" logic. 

 
c. Add backsound 

At this stage the back sound and sound effects are added in the programming. The 
backsound of the game consists of several pieces of the song put together with the help of 
the Audacity application. Then export the sound into an Mp3 based file. To convert Mp3-
based files into OGG or WAV-based files, it is used for a converter application which is 
accessed online at the address' online-audio-conventer.com. 

d. Implementation 
The implementation stage is a concrete step to apply learning media that has been 

developed according to its role and function, namely the superlary game. After the 
programming is complete, the application is based on HTML5 which can only be run using 
a web server. In order to run on a computer device, an auxiliary application or converter 
is needed which can be used for free and the maximum result is a converter from Nwjs 
application files that can be accessed offline. 

 

 
Figure 2 

  



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

164 
 

zzzzzz z 

 
 
4. Design Validation 

After the product design is finished, the next step is to validate the product design to the 
media validator and the material validator. The validator consists of three media validators 
and three material validators. The validation instrument used by the validator is a closed 
questionnaire. 

5. Design Revision 
After the validation is done, data is obtained in the form of criticism and suggestions 

from the media validator and the material validator. These criticisms and suggestions will be 
used to improve and refine the product design developed in order to produce computer-
based media with the Construct 2 application that is suitable as a learning medium in the 
classroom. 

6. Product Trials 
The trial at this stage used the Quasi Experiment method with a one group pre-test post-

test design. The sample in this study were students of class X IIK 2 in the population of 
Class X MA Bustanul Muta`alimin, totaling 24 students. Data collection techniques were 
obtained from vocabulary learning outcomes, for that in this study using test and 
questionnaire techniques. The test technique in this study was a learning outcome test which 
was carried out twice, namely before being given treatment (pre-test) and after being given 
treatment (post-test). The test given is in the form of multiple choice questions, the pre-test 
and post-test questions are the same questions to avoid changes and students' knowledge 
and understanding after the treatment. The questionnaire technique used was to determine 
student responses to the use of the Superlary game digital application media used in learning 
English vocabulary. 

7. Product Evaluation 
Product evaluation is carried out after the trial is carried out, based on input from 

students and teachers who have tested learning media. Product evaluation is carried out to 
complement the deficiencies that exist in the media to achieve maximum product. 

8. Final Products 
The final product of Pafda's superlary game media is a computer-based game application 

that supports 64-bit computer systems. Equipped with a manual for using media and 
materials and questions summarized in the game. 

 
2.2 Functional analysis and how it works 

Computer-based media with the Construct 2 application in the form of 2D games. At the start 
of the game there is the name of the game accompanied by the profile of the maker, the "start" 
menu and the "exit" menu. In the start menu, there are materials and games, each of which consists 
of eight chapters. In the material, the vocabulary is presented in accordance with the material for 
class X semester 2. And in the game there are also eight levels that are made with different views 
and the difficulty level of playing at each level. The games developed can make it easier for 
educators to deliver English vocabulary material because the media developed has the convenience 
of educators to operate it. The developed media is also quite easy to distribute because we only 
need to copy the finished draft to duplicate it. For students, this developed media can make it 
easier to learn English vocabulary because in the game examples of English vocabulary needed by 
class X semester 2 students are provided. In addition, in the game there are also questions related 
to the material to see how many words have been mastered. 
 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

165 
 

zzzzzz z 

 
 
 
2.3 Implementation Plan 

The implementation plan for using the developed media uses an individual learning model 
with the Student Center Learning method. The media and materials used are 2D computer games 
with the construct 2 application. This trial aims to assess the quality or feasibility of the computer-
based Superlary Game media product with the Construct 2 application and the influence of media 
on student motivation and learning outcomes. 

The first stage the educator opens learning activities by opening greetings, leading prayers and 
checking student attendance. Then the educator conveyed the basic competency and learning 
objectives to be achieved, as well as the learning methods to be used. Furthermore, the educator 
provides direction about the Superlary game and how to play or operate it. The next stage, the 
students worked on the questions by playing the superlary game learning media. In the Superlary 
game, the score obtained by each player is listed so that students can immediately know the score 
or value that has been obtained. If a character in the game falls, the score is automatically lost and 
the game returns to the beginning. The educator gives an award to the student who gets the highest 
score, then the educator invites students together to repeat the English vocabulary that has been 
learned from the superlary game learning media. Finally, the educator closes the lesson. 
 
RESULTS AND DISCUSSION 

 
Table 1 Result of Material Validation   

Statement Validator 1 Validator 2 Validator 3 Total Score 

1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
11 

4 
4 
4 
5 
4 
5 
5 
3 
4 
5 
4 

3 
3 
3 
4 
3 
3 
3 
3 
3 
3 
3 

5 
4 
4 
5 
5 
4 
4 
4 
5 
5 
5 

12 
11 
11 
14 
12 
12 
12 
10 
12 
13 
12 

Account  
Criterion Value  
Presentage   

131 
165 

79,39% 

Based on table 1 the assessment on the material validator has a total value of 131 with a 
percentage of 79,39%. This assessment is in the good category with the criteria of 60-80%.  

 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

166 
 

zzzzzz z 

Table 2 Result of Media Validation   

Statement Validator 1 Validator 2 Validator 3 Total Score 

1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
17 

5 
4 
4 
5 
5 
5 
5 
4 
4 
5 
5 
5 
4 
4 
4 
5 
5 

5 
4 
5 
5 
5 
4 
4 
5 
4 
4 
4 
4 
4 
4 
4 
4 
4 

5 
5 
4 
5 
5 
4 
5 
5 
4 
4 
4 
4 
4 
4 
4 
4 
5 

15 
13 
13 
15 
15 
13 
14 
14 
12 
13 
13 
13 
12 
12 
12 
13 
14 

 Jumlah  
Nilai Kriteria 
Presentase   

226 
255 

88,62% 

 
Based on table 2 the assessment on the media validator has a total value of 226 with a percentage 
of 88.62%. This assessment is in the very good category with the criteria of 80-100%. 
 
3.1 Trial results 
Results of pre-test and post-test 
Based on the research that has been done, the pre-test and post-test results were obtained, the pre-
test results showed the students 'mean score was 67.5 and the post-test results showed the students' 
mean scores were 97. 

For the results of the pre-test and post-test data analysis, it is known that the results of 
vocabulary mastery show an increase, this can be proven from the difference in the results of the 
scores before learning and after learning that has been produced. This is shown by the results of 
calculations using the t-test with a significant level of 5%, db = N-1 = 23 with T0.05, so that the 
t-table is 2.069 and the t-count is 19.0815, so taccount bigger than ttabel there are 19.0815 >2.069 

Thus in this study, Ha reads "There is a significant influence in the use of media in the game 
of Superlary on the learning outcomes of mastery of English vocabulary in class X IIK2 MA 
BUSTANUL MUTAALIMIN Kota Blitar" can be accepted. This is evidenced by the results of 
the hypothesis above. 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

167 
 

zzzzzz z 

 
 
 
 
 
 
 
 
 

 

 

CONCLUSION 

Based on the discussion above, it can be concluded: 
1. English learning media produced in the form of computer-based game applications called 

Super Lary uses application construct 2, which contains the second semester vocabulary material 
for class X SMA / MA students. This learning media was developed with adaptation using 
Sugiyono's development method. The steps for product development are as follows: 1) Potential 
and Problems, 2) Collecting Information, 3) Product Design, 4) Design Validation, 5) Product 
Revision, 6) Trial Use, 7) Product Revision, and 8) Production Mass. 

2. The response of students to the learning media developed is very good. It can be seen 
from the results of large-scale trials obtaining total score are 816 from criterion score 960, 

percentage of students’ response are 85% this valued include in 80 < x ≤ 100 % in criterion score. 
So it can be concluded that the learning media developed is very good for use in learning classes 
in class X SMA / MA on semester vocabulary material. 
 

REFERENCES 
 

Aunurrahman, Aunurrahman, Fuad Abdul Hamied Hamied, and Emi Emilia. “EXPLORING 
THE TERTIARY EFL STUDENTS’ACADEMIC WRITING COMPETENCIES.” 
Indonesian Journal of Applied Linguistics 7, no. 1 (2017): 72–79. 

Derakhshan, Ali, and Elham Davoodi Khatir. “The Effects of Using Games on English 
Vocabulary Learning.” Journal of Applied Linguistics and Language Research 2, no. 3 (2015): 39–
47. 

Dhenabayu, Riska, Hesty Puspita Sari, and Silviana Valyanda Yunita Sari. “SISTEM PAKAR 
PENENTUAN MOTIF DAN WARNA BATIK BERDASARKAN CIRI FISIK 

DENGAN METODE FORWARD CHAINING.” Antivirus : Jurnal Ilmiah Teknik 
Informatika (2018). 

Erlinawati, N Ai, Uman Suherman, and Deni Darmawan. “Media Pembelajaran Mobile Learning 
Untuk Meningkatkan Motivasi Dan Kemampuan Praktikum Mahasiswa Stikes Karsa 
Husada Garut.” PEDAGOGIA 14, no. 2 (2016). 

Hatch, Evelyn, and Cheryl Brown. Vocabulary, Semantics, and Language Education. ERIC, 1995. 
Ismaniati, Ch. “Pengembangan Program Pembelajaran Berbantuan Komputer.” Yogyakarta: 

Fakultas Ilmu Pendidikan. Universitas Negeri Yogyakarta (2001). 
MUFLIHATUN NISWAH, VIDIA. “PENGARUH PEMANFAATAN MEDIA GAME BIG 

CITY ADVENTURE TERHADAP HASIL BELAJAR PENGUASAAN KOSAKATA 
BAHASA INGGRIS PADA SISWA KELAS II MADRASAH IBTIDAIYAH IHYAUL 
ULUM BLURI LAMONGAN.” Jurnal Mahasiswa Teknologi Pendidikan 5, no. 1 (2014). 

0

20

40

60

80

100

Pre-test Post-tes



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
 
 
 

168 
 

zzzzzz z 

Muhid, Abdul, Yuli Ani Setyo Dewi, Imam Nur Aziz, M. Labib Al Halim, and Muh Barid 
Nizarudin Wajdi. “Improving Islamic Elementary Students’ Reading Comprehension Skill 
through Survey, Question, Read, Recite, Review (SQ3R) Strategy.” International Journal of 
Psychosocial Rehabilitation 24, no. 7 (2020): 9589–9598. 

Nurchasanah, Emy, S T Endah Sudarmilah, and M Eng. “Pengembangan Multiplatform Game 
2D Pengenalan Nama Benda Dalam 3 Bahasa Untuk Anak Usia Dini.” Universitas 
Muhammadiyah Surakarta, 2016. 

Sari, Hesty Puspita. “The Effectiveness of Using Pictures in Teaching Vocabulary to the Sixth 
Grade Students of SDN Singkalanyar I Prambon Nganjuk Viewed from Their Motivation 
(An Experimental Study).” UNS (Sebelas Maret University), 2008. 

Sari, Hesty Puspita, and Yunita Sari Putri Hestiningrum. “PENGEMBANGAN SNAKE AND 
LADDER GAME SEBAGAI MEDIA PEMBELAJARAN PADA MATA KULIAH 
VOCABULARY SEMESTER III UNIVERSITAS ISLAM BALITAR.” Konstruktivisme: 
Jurnal Pendidikan dan Pembelajaran 11, no. 2 (2019): 163–175. 

Sari, Hesty Puspita, Nita Sutanti, and Linda Tri Wahyuningsih. “DEVELOPING FLASHCARD 
MEDIA FOR TEACHING VOCABULARY TO THE SEVENTH GRADE 
STUDENTS OF JUNIOR HIGH SCHOOL (Study Case in the Seventh Grade Students at 
SMPN 1 Sanankulon).” Konstruktivisme: Jurnal Pendidikan & Pembelajaran (2018). 

Sugiyono. Metode Penelitian Pendidikan:(Pendekatan Kuantitatif, Kualitatif Dan R & D). Alfabeta, 
2008. 

 

 

 

 


