







































 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
138 

 

  

  

 
Developing “SEEY“ Android-Based Game for Learning English 

Grammar: Research and Development 

 
Silvi Nuril Maulidyah, Hesty Puspita Sari, Rahmatika Aini 

            Islamic Balitar University, Blitar 
msilvinuril@gmail.com, hestypuspita1403@gmail.com, Jumintenlarasati@gmail.com      

 
Accepted: 

May 3th   2022 
Reviewed:  

August 5th 2022 
Published:  

Nov 30th 2022 

 
Abstract : The study's goal is to create a “SEEY” android-based game for learning grammar with 
eighth-grade junior high school students. In this research, the research and development method is 
utilized (R and D). The study's emphasis was on 30 pupils from a random school in Blitar Regency, 
including six teachers and students from SMPN 1 Sutojayan, SMPN 1 Talun, and SMPN 1 Kanigoro. 
In addition to interviews, observations, and documents, this study also used a quantitative approach. 
the method of creating "SEEY" android-based game material as a teaching aid. Results of the study 
are displayed: (1) Developing “SEEY” android-based game for learning English grammar to eighth-
graders in jun high school, with a focus on tenses that are more advanced and have four tenses 
(simple0present0tense, present0continuous0tense, simple0past0tense, and past0continuous tense) (2) 
“SEEY” android-based game was valid, as evidenced by the fact that media validators gave it an overall 
score of 271 and an 82 percent accuracy rate. This value falls between 81 and 100 percent according 
to the grading standards for the "Very Valid" Category. Additionally, the learning media “SEEY” 
android-based game is very appropriate for students to improve their Grammatical competence 
 
Keywords: “SEEY” Android-based game, Learning grammar, Research and Development 
 

INTRODUCTION 

A scourge for most students in learning English is ”grammar” 1. Grammar as an English component 

becomes a stranger for students due to its difficulty. This barrier now frequently arises in classrooms. 

English is not a mother tongue and is a foreign language, which is one of many factors that have led to this 

predicament. Unless a student is taking rigorous classes outside of school, English is not commonly heard 

or utilized for conversation by students. Researchers discover an intriguing phenomenon: 

juniorkhighkschoolsEnglish instruction and learning are ineffective. Curiousity, creativity, cooperation, and 

psychomotor intellectual ability must all be developed in balance according to the 2013 Curriculum. One 

of the key subskills to master when studying English is grammar. 2, explain grammar as a term for the 

 
1 Lulu Jola Uktolseja, Abraham Manuhutu, and Jalmijn Tindage, “The Effectiveness of Folklore Based Animation 

Video in Enhancing Students’ Speaking Skill,” INTERACTION: Jurnal Pendidikan Bahasa 8, no. 2 (2021): 386–395. 
2 Muhammad Ali Ghufron and Fathia Rosyida, “The Role of Grammarly in Assessing English as a Foreign 

Language (EFL) Writing,” Lingua Cultura 12, no. 4 (2018): 395. 

mailto:msilvinuril@gmail.com
mailto:hestypuspita1403@gmail.com
mailto:Jumintenlarasati@gmail.com


 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
139 

 

  

  

language's ability to change the forms of words and combine them to produce sentences. When grammar 

is present, especially when it comes to sentence structure, it can greatly aid in mastering English. According 

to what scientists have As can be read in the original interview transcript, the researcher came to the 

conclusion that students find studying without any media to be extremely boring. The media is crucial for 

this situation's grammatical instruction. 3, adds that games can be media that will give many advantages 

for teacher and the students either.The English learning process needs to be changed up, according 

to the students. The most important factor is that the students enjoyed the English class so they 

can easily learn more and more tenses. For the children to know the tenses, they require activities. 

By placing the student at the center of the learning process, the educational game makes learning 

easier, more enjoyable, and more efficient. Because to the pandemic, it is more beneficial for the 

digital game than the traditional game covid-19.  

Students can learn and advance their skills at home. Thus, the instructional processes continue to be 

effective. Theories and study results were double-checked by the researcher to make sure they were 

accurate. According to 4, Teaching media is a way to communicate educational messages or curriculum. A 

learning media product is created, such as a book, movie, instructional game, etc., to develop the media 5 . 

These arguments are supported by 6, They suggest that educational games are more significant now because 

they help make learning languages enjoyable. The results of other researchers' studies were evaluated by 

researchers in order to find a solution to the issue. In order to support his argument, the researcher refers 

to three previous studies. The first previous study was conducted by 7, the title of her research is Developing 

Instructional Media of Basic English Grammar Weblog for the First Year Students of Senior High School 

11 Makassar. The third previous study was conducted by 8 the title of her research is The Effectiveness of 

English Tenses Android Application to Improve Students’ Grammar on Simple Past Tense. The researcher 

came to the conclusion that the researcher-developed digital game from all the phenomena and analysis 

above. Researchers confidently establish “SEEY” android-based game as learning media to assist grammar 

instruction for students of the eighth-grade Junior High School. The “SEEY” android-based Game 

methodology for learning English grammar to eighthpgradepstudents in junior high school was developed 

in response to issues found in the study for eighth-gradehstudents. 

 

 
 
METHOD 

 
3 A Arsyad, “Media Pembelajaran” (2015); Hesty Puspita Sari and Wahyu Dwi Lestari, “Designing Superlary Game 

to Learn Vocabulary of Tenth Grade Students,” EDUCATIO: Journal of Education 5, no. 2 (2020): 159–168. 
4 Arsyad, “Media Pembelajaran.” 
5 Brian Paltridge and Sue Starfield, The Handbook of English for Specific Purposes, vol. 592 (Wiley Online Library, 2013). 
6 Ali Derakhshan 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; Gurmit Singh and Jack C. Richards, “Teaching and 
Learning in the Language Teacher Education Course Room:,” RELC Journal 37, no. 2 (August 2006): 149–175. 

7 Nur Ima, “Developing Instructional Media of Basic English Grammar Webblog for the First Year Students of 
Senior High School 11 Makassar” (Universitas Islam Negeri Alauddin Makassar, 2017). 

8 Mannun Sahila, “The Effectiveness of English Tenses Android Application to Improve Students’ Grammar on 
Simple Past Tense,” A Graduating Paper (2019): 1–56. 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
140 

 

  

  

Research and development is a research methodology used to design a specific product and assess its 

effectiveness 9. Mixed qualitative and quantitative methods are used in the research to analyze the data. 

Researchers can obtain quantitative data using questionnaires, pre- and post-tests, and expert validation, while 

qualitative data can be gathered through observations, interviews, and documents. As part of its qualitative 

methodology, this study makes use of observations, interviews, and written materials. 

Table 1. Research Instrument 

Method Focus Results 

Obsevation 

 F4: Learning 

process 

The school doesn’t have a language laboratory. The teaching 

learning process is in the classroom. 

 F3: Media  The teacher used PPT and videos. The teacher showed one videos. 

There is no additional media used in the classroom. 

 

Interview English Teacher The result of this interview shown that there was students’s 

problem in grammar mastery especially in tenses. The students 

need to learn tenses to konw larger and be better in writting. It is 

not just writing but also another skill. 

 

Researchers can acquire qualitative data by observation, interviews, or documents; for 

quantitative data, they can employ questionnaires, pre-tests, or expert validation. This study uses a 

qualitative methodology and includes an observational method, a document, and an interview. It was 

expected that research and development methods would lead to the discovery and testing of new 

products that would enhance the quality of life for individuals, organizations, and society as a whole 

To create the product, the researchers used Sugiyono's framework and seven phases: Finding 

Potential Problems and Solution, Data Collection, Design and development, Experts validation and 

revision, Product trial (experiment), Evaluation and revision by experts, and Final production. The 

following study framework and techniques describe how Sugiyono's framework has been modified: 

 

 

 

 

 

 

 

 

 

 

     

 
9 Dr Sugiyono, “Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif Dan R&D” (2013). 

Potentia

l and 

Proble

Data 

Collecti

on  

Produc

t 

Revisio

TRIAL 

Design 

Validat

ion  

Product 

Design 

Mass 

Produc

tion  



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
141 

 

  

  

 

 

 

 

 

 

 

 

 

Figure 1. Research and Development Framework 

The researchers use observation to identify potential issues and potential fixes. The 

observation is carried out to determine any learning issues that may develop and the students' concerns 

regarding English learning. After learning about the issue, the researcher was interested in finding a 

solution to help the kids. After that, the researchers gathered data by triangulating data. The researcher 

created the product in accordance with the learning requirements using the data that was gathered. 

The item should be verified by the validators prior to use. For the product, there were three media 

validators. The product is then revised by the researchers in light of the validators' recommendations. 

The product is then created for a specific use. 

The model product and design were developed utilizing the theories of grammar, grammar 

teaching and learning, instructional design, media, and application. The researcher created the 

validated hypothetical model initially, based on the design. It improved as a result of the following 

expert validation. 

 

 
Figure 2. Hyphotetical Model 

 

RESULT AND DISCUSSION 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
142 

 

  

  

The initial step of this research was to analyze the data collected and identify potentials and 

issues in order to determine the research's aim and the students' educational needs. The researcher 

identified the following potential issues as a result of the observations; (1) The student required 

creative classroom performance. (2) In order to assist them memorize the pattern of tenses, the 

students anticipated to have a learning tool or game. (3) Teachers need a creative method for 

introducing grammar in order to make sure that the process of teaching and learning goes smoothly 

(4) To ensure that the students enjoy learning because of the teaching and learning process, teachers 

require novel approaches to teaching grammar. The researcher needed to uncover a potential solution 

because the potential issue was so evident. This issue has made it difficult to accomplish the goal of 

tenses grammar instruction. 

“SEEY” android-based game is the creation of the researchers. It was created on construct 2 

application 10. The curriculum-based material from 2013 includes the simplehpresent tense, 

present0continuous0tense ,simplejpastltense and pastlcontinuousctenses. The games are intended to 

teach eighth-grade junior high school pupils English grammar. The game features three levels, each 

with three stages, the final of which is evaluation. A phone can be used to play it. The "Play" button 

and a picture of the “SEEY” android-based game, together with the game's title, were displayed on 

the initial screen. It was split into three sections after pressing the play button. About game lessons 

are available. 

All tables should be numbered with Arabic numerals. Every table should have a caption. 

Headings should be placed above the tables, left justified. Only horizontal lines should be used within 

a table, to distinguish the column headings from the body of the table, and immediately above and 

below the table. Tables must be embedded into the text and not supplied separately. Below is an 

example which the authors may find useful. 

 

 
Figure 3. Display Screen 

Three buttons: labeled material, practice, and start, were displayed on the screen. 

SimplesPresentsTense, PresentsContinuoussTense, SimplesPastsTense, and PastsContinuous Tense 

are the four menu options under the "Material" button. SimplebPresent, Present Continuous, 

SimplesPast, and PastkContinuous are the four menu options under the "Practice" button. The "Start" 

 
10 Riska Dhenabayu et al., “Antivirus: Jurnal Ilmiah Dan Teknik Informatika,” Jurnal Antivirus (2018); Sari and 

Lestari, “Designing Superlary Game to Learn Vocabulary of Tenth Grade Students.” 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
143 

 

  

  

button split into four menu options. SimplekPresent, PresentoContinuous, SimplesPast, and 

PastgContinuous with three difficulty levels (Easy, Medium, Advanced), as well as a game review. 

 
Figure 4. Material 

 The first button is “About”. There are which color is orange. Clicked next to the next screen 

and X was clicked to close the window. 

 
Figure 5. Material 

 "Materials," the second button, displayed three menu options. Simplehpresent, 

presentjcontinuous, simplehpast, and pastjcontinuous are the four tenses available. Every menu 

included information on the meaning, signal time, pattern, and practical use of three tenses.. Clicked 

next to the next screen and X was clicked to close the window.   

 
Figure 6. Material 

 When the button menu for simple present tense was clicked, the definition was displayed right 

away. On the left side, there are five buttons. The simplegpresenthtense is defined in the button usage 

from above. The simplegpresentgtense will be demonstrated using the second button. The third 

button, labeled "Time Signal," displays a simplekpresentltense time signal. The simplelpresentjtense 

pattern will be displayed on the fourth button. The simple present tense will be functionally applied 

when the fifth button is pressed. X was clicked to close the window after clicking next to the next 

screen. 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
144 

 

  

  

 
Figure 7. Usage 

 The "Usage" button displayed examples of easy present tense usage. Usages include displaying 

the common truth and habitual behavior. X was clicked to close the window after clicking next to the 

next screen. 

 
Figure 8. Time Signal 

 The "Time Signal" button displayed information regarding simplempresentmtense time signals. 

There are ten time signals available. X was clicked to close the window after clicking next to the next 

screen. 

                          
Figure 9. Pattern 

The "Pattern" button displayed two buttons. Both verbal and nominal are present. Positive 

sentences, negative sentences, and interrogative sentences are the three categories that verbal patterns 

fall under. The examples of sentences were also finished. X was clicked to close the window after 

clicking next to the next screen. 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
145 

 

  

  

 
Figure 10. Practice 

 Before playing a game, we must practice, therefore click "Practice." X was clicked to close the 

window after clicking next to the next screen. 

 
Figure 11. Practice  

 The basic present tense button on the menu when clicked demonstrated the usage. On the left 

side, there are five buttons. Simplempresent, presentmcontinuous, simplempast, and 

pastmcontinuousmtenses are available in the menu above the button practice. X was clicked to close 

the window after clicking next to the next screen. 

 
Figure 12. Game 

 The major feature of this product will be displayed as the button "Game." The game was 

separated into three buttons and started when START was clicked. Levels simple, medium, and 

advance are available. There were multiple-choice questions on the Easy Level. True or false questions 

were included on the medium level. The word arrangement needed to make a suitable statement was 

contained in the level advance. X was clicked to close the window after clicking next to the next screen. 

 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
146 

 

  

  

                               
Figure 13. level 

Three buttons could be seen on the "stage tenses" button. Easy, medium, and hard are all 

available. Each stage consists of 25 questions. Stages 1 and 2 ask about the simple present tense, while 

stages 3 and 4 ask about the simple past tense and present continuous tense. X was clicked to close 

the window after clicking next to the next screen. 

                               
Figure 14. Level easy 

The "Level Easy" button displayed the game. The game's player is a knight. To get to the key, 

he moved forward, and the key revealed the answer. The accurate response received a 5 while the false 

one received a 0 rating. The score and the time were shown on the button timer. The button's meaning 

is "return"         ,         it means go forward,       it means go up.  

 

                                
Figure 15. Medium 

 The game was initially begun at level 2 medium. True/false questions were included in the level 

2 test. It can involve the kids' train analysis. X was clicked to close the window after clicking next to 

the next screen. 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
147 

 

  

  

                          
Figure 16. Advance 

 The game's level 3 advance mode was where it all began. Level 3 has multiple-choice questions. 

Next to the subsequent screen, click, and then press X to end the window. 

  

                      
Figure 17. Final 

The game's last round of play had already begun. Mixed questions made up the final. It can 

involve the kids' train analysis. X was clicked to close the window after clicking next to the next screen. 

The subject matter experts for the assessment are Mrs. DF, Mr. AF, Mrs. MM on 14 – 20 

August 2021.The following table displays information from material expert validation;  

 

Table 1 Material Validation 

NO  ASPECTS ITEMS  
AA A N D AD TOTAL 

% CRITERIA 
5 4 3 2 1 SCORE 

1 
Material suitability 

with KI KD 
1 3 0 0 0 0 15 100% Very Valid  

  2 1 1 1 0 0 12 80% Valid  

  3 2 1 0 0 0 13 87% Very Valid  

2 Material  4 2 0 1 0 0 14 93% Very Valid  

  5 2 0 1 0 0 11 73% Valid  

  6 2 0 1 0 0 11 73% Valid  

3 language Use  7 2 1 0 0 0 14 93% Very Valid  

  8 1 2 0 0 0 13 87% Very Valid  

  9 1 2 0 0 0 13 87% Very Valid  

  10 1 2 0 0 0 13 87% Very Valid  



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
148 

 

  

  

  11 2 1 0 0 0 14 93% Very Valid  

4 Benefit  12 1 2 0 0 0 13 87% Very Valid  

  13 3 0 0 0 0 15 100% Very Valid  

  14 3 0 0 0 0 15 100% Very Valid  

  15 3 0 0 0 0 15 100% Very Valid  

Total 4 15 25 16 4 0 0 201 89% Very Valid  

 

The following table displays information from material expert validation of 201, and the 

percentage is 89 percent, according to the table. According to the standards for scoring, this number 

is within the range of 81 percent to 100 percent, placing it in the "Very Valid" category. 

Table 2. Media Validation 

 

No  Aspect  Item  AA A N D AD 
Total  

   5 4 3 2 1 

1 Display Game  1 2 1 0 0 0 14 

  2 1 2 0 0 0 14 

  3 0 2 1 0 0 11 

  4 2 0 1 0 0 13 

  5 0 2 0 1 0 10 

  6 0 3 0 0 0 12 

  7 0 2 1 0 0 11 

  8 0 3 0 0 0 12 

  9 2 1 0 0 0 14 

  10 0 3 0 0 0 12 

  11 0 2 1 0 0 11 

  12 0 1 2 0 0 10 

  13 0 3 0 0 0 12 

2 Guide Book   14 2 1 0 0 0 14 

  15 1 2 0 0 0 13 

  16 1 2 0 0 0 13 

  17 1 2 0 0 0 13 

  18 1 2 0 0 0 12 

  19 0 3 0 0 0 12 

  20 1 2 0 0 0 13 

  21 1 3 0 0 0 12 

  22 0 1 3 0 0 11 

3 Benefit  23 0 1 3 0 0 10 

  24 3 0 0 0 0 15 

  25 3 0 0 0 0 15 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
149 

 

  

  

Total  306 

 

The following table displays information from media expert validation of 306, and the 

percentage is 89 percent, according to the table. According to the standards for scoring, this number 

is within the range of 81 percent to 100 percent, placing it in the "Very Valid" category. 

 

Discussion 

The final model of “SEEY” android-based game was a working game with a manual to aid in 

studying grammar, particularly tenses. It might be used to access and run on a phone. Additionally, it 

might improveseighth-graders' command of grammar. The final version of the “SEEY” android-based 

game model was a game that functioned as a manual for mastering grammar, particularly tenses. It 

might be used to access and run on a phone. It might also be used to teach eighth-grade students. 

According to Sahila 11, there are media and applications that can help students' grammar. Additionally, 

based on the results of the questionnaire, it was discovered that the “SEEY” android-based game can 

stimulate students' interests in studying grammar, mainly tenses.It is in line with Nur Ima 12 Students 

are motivated to master grammar using the program, it has been reported. According to Miarso 13, 

that using media stimulates students' brains so that their brains can function at their best. However, 

according to Klimova 14, games are a fast and easy technique to support students' learning and skill 

development. Agustina Fenda 15 carried out the prior study, which was titled "Developing Monopoly 

Game for Teaching Tenses Through Speaking Activity to the Eight Graders of Junior High School." 

This paper and that one share similarities in the degree of study and the usage of tenses are the primary 

subject. The difference is in the topic—the prior researcher increased non-digital games as the primary 

focus. The study Improving Students' Ability in Using Simple Present Tense by Matching Card Game, 

published in Akili Uci Heldiya Akili Uci Heldiya 16, supports the idea that games can help students 

learn new skills. In contrast, the study's author chose to employ digital games to enhance his or her 

understanding of language, particularly tenses. Theoretically, ideas on how to study English grammar 

helped with the teaching of the language. These show that the final research model supported these 

theories. In this study, a brand-new model and item are presented. 

 

 
11 MANNUN SAHILA, “THE EFFECTIVENESS OF ENGLISH TENSES ANDROID APPLICATION TO 

IMPROVE STUDENTS’GRAMMAR ON SIMPLE PAST TENSE” (IAIN SALATIGA, 2019). 
12 Ima, “Developing Instructional Media of Basic English Grammar Webblog for the First Year Students of Senior 

High School 11 Makassar.” 
13 Yusufhadi Miarso, Menyemai Benih Teknologi Pendidikan (Kencana, 2004). 
14 Blanka Frydrychova Klimova, “Approaches to the Teaching of Writing Skills,” Procedia - Social and Behavioral 

Sciences (2014). 
15 Fenda Agustina, “Developing Monopoly Game for Teaching Tenses through Speaking Activity to the Eighth 

Graders” (Universitas Negeri Malang, 2019). 
16 U C I HELDIYA FATMALA D J AKILI, “Improving Students’ Ability in Using Simple Present Tense through 

Matching Cards Game in SMP N 3 Pulubala,” Skripsi 1, no. 321412050 (2018). 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
150 

 

  

  

CONCLUSION 

The thing the researcher made is “SEEY” android-based game. The subject matter is based on 

the Junior High School eighth-grade curriculum for the academic year 2013. The text uses the simple 

present, present continuous, simple past, and past continuous tenses. The game features three levels 

and an assessment. The games are designed to help eighth-grade junior high school students 

understand English grammar. The games aim for learning english grammar of eighth-grade students 

of junior high school. The model for “SEEY” android-based game is as follows; (1) containing a 

function explanation, such as the three-tenses pattern (simplespresent tense, 

presentmcontinuousstense, simplempastmtense and pastjcontinuousjtense) (2) There are easy, 

medium, and hard levels in the game and an evaluation in the game. The games are intended to teach 

eighth-grade junior high school students English grammar. “SEEY” android-based game has the 

following model: (1) containing an explanation of how something works, as the arrangement of the 

three tenses (simple present tense, present continuous tense, simple past tense and past continuous 

tense) (2) The three levels of challenge in the game are easy, medium, and advanced. The creation of 

the “SEEY” android-based game as a teaching tool was valid and suitable for use. It was demonstrated 

by the validation of media experts' findings, which had an average of 82 percent and fell into the "Very 

Valid" category. The use of theoretical grammar and tenses, theoretical learning, theoretical games, 

and game-based Android technology was shown to be effective in teaching English grammar, 

particularly tenses. Additionally, using the relevant theory, theoretical research was produced and 

refined. The conclusion of the study so supported these beliefs. These results showed an original new 

model and product. 

 

REFERENCES 

Agustina, Fenda. “Developing Monopoly Game for Teaching Tenses through Speaking Activity to 
the Eighth Graders.” Universitas Negeri Malang, 2019. 

AKILI, U C I HELDIYA FATMALA D J. “Improving Students’ Ability in Using Simple Present 
Tense through Matching Cards Game in SMP N 3 Pulubala.” Skripsi 1, no. 321412050 (2018). 

Arsyad, A. “Media Pembelajaran” (2015). 
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, Silviana Valyanda, and Yunita Sari. “Antivirus: Jurnal Ilmiah 

Dan Teknik Informatika.” Jurnal Antivirus (2018). 
Ghufron, Muhammad Ali, and Fathia Rosyida. “The Role of Grammarly in Assessing English as a 

Foreign Language (EFL) Writing.” Lingua Cultura 12, no. 4 (2018): 395. 
Ima, Nur. “Developing Instructional Media of Basic English Grammar Webblog for the First Year 

Students of Senior High School 11 Makassar.” Universitas Islam Negeri Alauddin Makassar, 
2017. 

Klimova, Blanka Frydrychova. “Approaches to the Teaching of Writing Skills.” Procedia - Social and 
Behavioral Sciences (2014). 

Miarso, Yusufhadi. Menyemai Benih Teknologi Pendidikan. Kencana, 2004. 
Paltridge, Brian, and Sue Starfield. The Handbook of English for Specific Purposes. Vol. 592. Wiley Online 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
151 

 

  

  

Library, 2013. 
Sahila, Mannun. “The Effectiveness of English Tenses Android Application to Improve Students’ 

Grammar on Simple Past Tense.” A Graduating Paper (2019): 1–56. 
SAHILA, MANNUN. “THE EFFECTIVENESS OF ENGLISH TENSES ANDROID 

APPLICATION TO IMPROVE STUDENTS’GRAMMAR ON SIMPLE PAST TENSE.” 
IAIN SALATIGA, 2019. 

Sari, Hesty Puspita, and Wahyu Dwi Lestari. “Designing Superlary Game to Learn Vocabulary of 
Tenth Grade Students.” EDUCATIO: Journal of Education 5, no. 2 (2020): 159–168. 

Singh, Gurmit, and Jack C. Richards. “Teaching and Learning in the Language Teacher Education 
Course Room:” RELC Journal 37, no. 2 (August 2006): 149–175. 

Sugiyono, Dr. “Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif Dan R&D” (2013). 
Uktolseja, Lulu Jola, Abraham Manuhutu, and Jalmijn Tindage. “The Effectiveness of Folklore Based 

Animation Video in Enhancing Students’ Speaking Skill.” INTERACTION: Jurnal Pendidikan 
Bahasa 8, no. 2 (2021): 386–395. 

 

 

 


