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290 

 

 
ELT FORUM Vol 10 (3) (2021) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 
 

The influence of playing digital game in distance learning towards students’ 

speaking skill 
 

Doni Wijanarko1, Samsul Hadi2, Indah Puspitasari3 

 
1-3STKIP PGRI Pacitan, Indonesia 

 

Article Info              
_________________  
Article History: 
Received on 30 July 
2021 
Approved on 23 
November 2021 
Published on 24 
November 2021 

________________  
Keywords: : distance 
learning; digital game; 
learning media; 
speaking skill; Among 
Us Game 
____________________ 

 

 

 
 

 

 

 

 

 

 

 

Abstract 

___________________________________________________________________ 
The lack of class interaction in distance learning makes students can not practice their 

speaking skills. In another case, the use of digital game has been familiar among 
students. This situation forces teacher to serve students with creative teaching-learning 

in the class. Novelty is on the specific game which was used in this research. The 
researcher experimented to apply digital games namely “Among Us” then investigated 

the impact on students’ speaking skills. This research aimed to answer the question, 
how were digital games become an alternative medium to learn English in the distance 

learning situation? Inherently, this research was a pre-experimental research method 

with a design of one shoot case study. The main data source in this research was based 
on students' assessments scores and students’ questionnaire scores then supported by 

other questionnaires and semi-structured interviews. The average scores indicate that 
students were good in speaking skills overall, it could be known by the detailed results 

of the assessments that were pre-activity 2.64, during-activity 2.50, and post-activity 
2.22. Moreover, the results of regression analysis indicated digital games influenced 

students' achievement and students' motivation. It can be known by the significance of 

Annova tables results that students’ achievement 0.022 < 0.05 and students motivation 
0.000 < 0.05.  The Researcher concluded that students were comfortable and more 

confident to learn and practice their speaking skills during playing the digital game. 
Finally, through giving correct treatment, digital game activity was possible to be an 

alternative way to learn English especially to practice speaking skills.  
  

 

   
 
  

  

Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 
Jl. Cut Nyat Dien No. 4-A Kebon, Ploso,   

Kec. Pacitan, Kabupaten Pacitan 63515  

E-mail: doniwijanarko09@gmail.com   

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


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INTRODUCTION 

Starting from the middle of 2020 the Indonesian government decided to limit outdoor activity. This 

was a response to the pandemic situation. Certainly, like many other aspects of everyday life, COVID-

19 had a serious impact on students, instructors, and educational organizations around the globe 

(Mailizar, et al., 2020). To prevent the spread of this pandemic, the central government and regional 

government issued a policy to change educational activity to be a distance learning model. It was a 

considerable educational method in the media of learning applied. A stakeholder, institution, teacher, 

or student should take it as a distance learning policy. 

The digital game usage issue is one of the examples that are popular in students’ environments 

nowadays. According to (Johnson, et al., 2012) Trip Wire Magazine reported that in 2011 about 61.9 

million people were engaged in digital games; an increase of 9 million from 2010. The digital game 

has grown in popularity due to the advancement of the internet and computer technologies. Nowadays 

we find any kind of digital game application on our computer or smartphone easily. The ease of digital 

game access today brings students to a new habit. The risk is the addiction effect of digital games 

potentially affecting students in their daily activity. Consequently, they cannot manage their time and 

become lazy to learn the materials. According to (Griffiths, 2009), as a result of scientific research, it 

is seen that digital game addiction has many psychological effects on individuals.  

(Kétyi, 2013) states “the integration of the mobile device in our language teaching practice  

could gain our students' valuable additional learning time outside the school and improve their 

language learning efficiency”. According to the statement above, the role of digital game usage is 

necessary to develop our teaching and learning media in EFL, especially in this situation. Most 

researchers argue that games have a great educational value for students to build fun and non-stressful 

learning process.  

Moreover, digital games provide an interesting tool for communication. In learning English  

as a foreign language (EFL), students have to practice more besides learning the theory. (Chen, n.d.) 

claims that games promote communicative competence and encourage creative and spontaneous use 

of language.  Besides, there is more motivation to learn English through digital game usage. (Bennett, 

2011) overemphasized the power of games and play to facilitate deep and meaningful learning where 

most productive and motivating learning experiences take place outside of school through playing and 

participation where children do enjoy learning via having a sense of their progression and where the 

learning is relevant and appropriate. 

Therefore this study aimed to investigate digital games' impacts on students’ speaking skills. 

The research gap found by the researcher such as first, (Alamr, 2019) investigated the relationship 

between playing digital games as a leisure time activity and English language learning achievement 

among EFL students at an English language center (ELC) in a tertiary institute in Riyadh, Saudi 

Arabia. The difference between the previous study and this research is the previous study investigated 

the 4 skill in EFL whereas this research focus on speaking skills used by the students. Second, (Gozcu 

& Caganaga, 2016) investigates the importance of using games in EFL classrooms that aimed to find 

out how games were important and effective when used in EFL Classrooms. The difference between 

the study and this research was the previous study used qualitative descriptive research whereas this 

research used one shoot case study research.  

The influence of distance learning was also a big deal in this background of the study. The 

researcher explored and investigated the distance learning activity and digital game pattern of tenth 

graders students at one of public senior high school in Pacitan in the academic year of 2020/2021. 

The school is one of the favorite schools in Pacitan. Most students there are familiar with the 

technology application in their teaching and learning process. Moreover, ten graders students are the 

right time to learn comprehensive in EFL, particularly in speaking skills practice.  

The output of this study drew the right application of this tool which was useful for the 

education field in the future. It is an effort to obviate the negative impact of the digital game by making 

this habit become a new medium of learning. Finally, in this research the researcher argued that there 

were positive indications of digital game activity in students’ motivation and students’ achievements 

in speaking skills. This research assumed that students can learn English with fun and non-stressful 

learning through the Among Us game. Otherwise,  digital games were recommended to apply to an 

informal class.  Furthermore, the guidelines to apply this tool particularly commercial games like 

Among us to be alternative media to learn in EFL are needed to deal with the teachers’ target. 

 

 



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METHODS 

Research Design 

The research method is a scientific way of obtaining data with specific purposes and uses. To do 

research, the right application in the research design is required as a research strategy, so that research 

can achieve an answer in the form of an answer to the problem of the research. 

According to (Fathoni, 2006), "The research method is a way of working used in conducting 

research". The method used in this research was a pre-experimental research method with a design 

one-shot case study and mixed-method that were used to measure the students pattern on digital 

games.  

The researcher used the pre-experimental research method for probable causal relationship by 

exposing one or more groups experimental conditions to get the result of students speaking skills 

impacted by digital games. Furthermore, this study applied mixed methods design assisted in 

investigating the problem from students’ perspectives on digital game pattern, using both a 

quantitative approach by the digital games namely Among Us treatment then continued with 

examining the expected relationship between the result of students assessment as the independent 

variables while students’ motivation and students’ achievement as the dependent variables. In 

addition, the researcher analyzed the perspectives of learners from the qualitative data captured in the 

questionnaire and the student interview. 

(Sugiyono, 2012) classifies three types of research designs commonly used in pre-experimental 

design methods, namely one-shot case studies, one-group pretest-posttest design, and intact-group  

comparison. This study used a one-shot case study design. In this section, there was no control group 

and students were given special treatment or supervision for some time (X mark). The subjects in this 

study got a treatment by used digital games namely Among Us. Then students were given tests related 

to the treatment / that is given (mark T). 

 

Table 1 One Shoot Case Study Concept 

 

Subject Treatment Test 

Group of Students X T 

 

Detail: 

X : The treatment of using Among Us game. 

T : The test that giving after the treatment has been given. 

 

Respondents 

Therefore this study aimed to investigate digital games' impact on students’ speaking skills. The 

influence of distance learning was also a big deal in this background of the study. The researcher 

explored and investigated the distance learning activity and digital game pattern of tenth graders 

students at one of public senior high school in Pacitan in the academic year of 2020/2021. The school 

is one of the favorite schools in Pacitan. Located in central of Pacital regency had influence students 

habituaton. Most students there are familiar with the technology application in their teaching and 

learning process. Escpecially in this condition. Moreover, ten graders students are the right time to 

learn comprehensive in EFL, particularly in speaking skills practice. 

 

Data Source 

The population was used to state all of the elements and participants of the research from the place as 

the target of the research. The population was mentioned to all groups based on the samples. 

According to (Subagyo, 1991), "Population is the object of research as a target for obtaining and 

collecting data ”. The population in this research was ten graders students of at one of public senior 

high school in Pacitan on 2020/2021 Academic Year. The populations were 55 students and selected 

to be the sample in the assessment activity were 17 students. The sample is part or representative of 

the population of the research (Arikunto, 2006). Therefore the variable of this research consists two-

component. First, the independent variable was the digital game namely Among Us as the treatment 

of this research. Second, the dependent variables were students’ motivation and students’ 

achievement.   

 

 



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Data Collecting Technique 

The research was conducted in three phases: (1) phase one: explained the whole of the research and 

gave treatment to students (2) phase two: applied of Among Us game treatment continued with 

students’ speaking assessment. (3) phase three:  designed questionnaire and interview of the overall 

targeted sample of students. Data collecting technique in the research explained as follow: 

  

1. The main collecting data technique was a students’ speaking assessment or test. The 

researcher designed the speaking assessment instrument that used in this section. It aimed 

to find out how much digital games “Among Us” influenced students’ speaking skills. 

Furthermore, the assessment activity was done in three sections including pre-activity, 

during-activity, and post-activity. 

2. The second collecting data technique was a questionnaire. The questionnaire explored 

three aspects in students’ relationship with a digital game issue and students’ speaking 

skills: (1) patterns of distance learning, (2) patterns of the digital game, and (3) students’ 

perception after following the test.  

3. Students’ interview was the final data of this research.  It was used to deeply investigated 

students’ perspectives of digital game usage as the medium of learning. It did towards 

students who have been following the assessment activity. Therefore in this section, three 

aspects were investigated by the researcher. Those were students’ knowledge of digital 

games particularly Among Us, students’ perceptions after got the treatment, and students' 

perception of speaking skills. 

 

Data Analysis 

The collected data in this research were analyzed in the form of quantitative and qualitative data. 

Exactly the data gathered from assessment activity, questionnaire, and interview.  

The quantitative data of this research were obtained from the test.  The test consists of three 

phases. Those were pre-activity, during-activity, and post-activity. The results of students’ speaking 

performance were analyzed to find out the students' average score of their speaking skills. The 

researcher compared the results from three phases and conclude the results by calculating the average 

score from the three phases of the assessment activity. It was the main data in this research.  

Regarding data analysis, the researcher concluded the data based on students’ assessment in 

three activities then resumed into an average score of each student in each assessment activity called 

“students’ achievement score”. Moreover, the questionnaire score got by students’ perception after 

the test was investigated about students’ speaking skills after following the activity called “digital game 

score” and students’ motivation after following the activity called “students motivation score.” All 

data were analyzed with regression analysis, calculated by SPSS application. Moreover, files and the 

communication between students were recorded and securely saved to ensure validity, accuracy and 

reliability of the data. 

Finally, the researcher validated the results of the data. (Creswell, 2012) argues that the role 

of validation is considered as a measure of how accurate a study was. The validation of the study was 

taken from expert judgment and quantitative as well as qualitative data collection methods from two 

main sources: (1) the score of students’ assessment, and (2) the score of the questionnaire after the test. 

 

FINDINGS AND DISCUSSION 

Findings 

The study's goal was to see how digital gaming activity in distant learning affected students' speaking 

skills in tenth grade pupils at one of public senior high school in Pacitan in the 2020/2021 academic 

year. Furthermore, the researcher looked into how digital game usage could be used as a medium for 

English learning, notably in the field of speaking skills. The conclusions of this study centered on the 

research hypothesis by analyzing the students' motivation and achievement during the study. 

Furthermore, regression analysis was used in this study, which was done using the SPSS application. 

 

Table 2. The Resume of Students’ Score 

 

Students Students’ Students’ Digital 



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Achievement Motivation Game 

1 2.773333333 5 5 

2 2.346666667 5 4 

3 3.146666667 5 5 

4 1.773333333 4 3 

5 2.346666667 3 4 

6 2.72 4 5 

7 2.133333333 3 4 

8 2.613333333 4 4 

9 1.866666667 4 3 

10 2.666666667 5 5 

11 2.506666667 5 4 

12 2.253333333 4 4 

13 2.733333333 5 5 

14 2.666666667 5 5 

15 2.453333333 4 4 

16 2.613333333 4 4 

17 2.88 5 5 

 

The table above showed the final scores of the pupils. The table's specifics were the results of 

the digital games test, as determined by a questionnaire. The table also included the students' 

achievement score based on the average of their evaluations, as well as their motivation score based 

on a post-test questionnaire. 

 

1. Student Motivation 

 

Table 3.  Variables Entered/Removedb 

Model 

Variables 

Entered 

Variables 

Removed Method 

1 gamea . Enter 

a. All requested variables entered.  

b. Dependent Variable: motivation  

 

The table above was about the variable used in this research. The table above 

explained that the independent variable was digital games and the dependent variable was 

students’ motivation. 

 

Table 4. Model Summary 

Model R R Square 

Adjusted R 

Square 

Std. Error of the 

Estimate 

1 .550a .302 .256 .606 

a. Predictors: (Constant), game  

 

The table above was the summary of the regression analysis. Based on the table above 

the score of the correlation (R) was 0,550. Moreover, presentation of the independent variable 

towards the dependent variable is called coefficient determination (R2) which is the result of 

quadratic from correlation (R). Based on the table above the results of coefficient 



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determination (R2) was 0,302. That means the influence of independent variable (digital 

games) towards dependent variable (Students’ Motivation) was 30,2% meanwhile 69,8% was 

influenced by the other factor besides digital games. 

Table 5 ANOVAb 

Model Sum of Squares Df Mean Square F Sig. 

1 Regression 2.382 1 2.382 6.497 .022a 

Residual 5.500 15 .367   

Total 7.882 16    

a. Predictors: (Constant), game 

b. Dependent Variable: motivation 

    

 

Annova table explained the real impact (significance) of the independent variable 

towards dependent variable. Based on the table above score was 6,497 with the score of 

significance or probability was 0,022 < 0,05, which means the regression models was possible 

to predict the dependent variable (students’ motivation) 

Table 6 Coefficientsa 

Model 

Unstandardized Coefficients 

Standardized 

Coefficients 

T Sig. B Std. Error Beta 

1 (Constant) 1.938 .959  2.020 .062 

Game .562 .221 .550 2.549 .022 

a. Dependent Variable: motivation    

 

The table above was coefficient table that used to analyze whether if the score of 

digital game increases in a piece, the score of students’ achievement also increases. Based on 

the table above the result of the positive constant “a” (digital game) score was 1,938 while the 

score of the students' achievement “b” is 0,562. Here was the formulation of regression 

models. 

Y= a + bX or 1,938 + 0,562X 

 

The conclusion of the coefficients table above was explained as follows: 

1) The positive Constanta was 1,938 which meant the positive score influenced independent 

variable (Digital game). If the variable was increased or giving influence in a piece then 

the dependent variable (students’ motivation) also increases.  

2)  The score of coefficient regression X was 0,562 which means if the digital game (X) 

increases in a piece, then the dependent variable (students’ motivation) will increase to 

0,562 or 56,2%. 

 

 

 

 

 

 

 

 

 

 



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2. Students’ Speaking Skills Achievement 

 

Table 7 Variables Entered/Removedb 

Model 

Variables 

Entered 

Variables 

Removed Method 

1 gamea . Enter 

a. All requested variables entered.  

b. Dependent Variable: students’ achievement 

 

The table above was about the variable used in this research. The independent above 

was the digital game and the dependent variable was students’ achievement. 

 

Table 8 Model Summary 

Model R R Square 

Adjusted R 

Square 

Std. Error of the 

Estimate 

1 .890a .792 .778 .166 

a. Predictors: (Constant), game  

 

The table above was the summary of the regression analysis. Based on the table above 

the score of the correlation (R) was 0,890. Moreover, presentation of the independent variable 

towards the dependent variable that called coefficient determination (R2) which was the result 

of quadratic from correlation (R). Based on the table above the results of coefficients 

determination (R2) was 0,792. That means the influence of independent variable (digital 

games) towards dependent variable (Students’ Achievement) was 79,2% meanwhile 20,8% 

was influenced by the other factor besides digital games. 

Table 9 ANOVAb 

Model Sum of Squares Df Mean Square F Sig. 

1 Regression 1.580 1 1.580 57.020 .000a 

Residual .416 15 .028   

Total 1.995 16    

a. Predictors: (Constant), game     

b. Dependent Variable: students’ achievement    

Annova table explained to analyze whether the real impact (significance) of the 

independent variable towards dependent variable. Based on the table above score was 57,020 

with the score of significance or probability was 0,000 < 0,05, which means the regression 

models were possible to predict the dependent variable (students achievement). 

Table 10 Coefficientsa 

Model 

Unstandardized Coefficients 

Standardized 

Coefficients 

T Sig. B Std. Error Beta 

1 (Constant) .533 .264  2.022 .061 

Game .458 .061 .890 7.551 .000 

a. Dependent Variable: students’ achievement    

 



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The table above was coefficient table that was used to analyze whether if the score 

of digital game increases in each then the score of students’ achievement also increases. Based 

on the table above the result of the positive constant “a” (digital game) score was 0,533 while 

the score of the students' achievement “b” was 0,458. Here was the formulation of regression 

models. 

Y= a + bX or 0,533 + 0,458X 

 

The conclusion of the coefficients table above was explained as follows: 

1) The positive Constanta was 0,533, indicating a positive score for the independent 

variable's influence (Digital game). When a variable is enhanced or given more weight 

in each, the dependent variable (student accomplishment) rises with it. 

2) The score of coefficient regression X was 0,533 which means if the digital game (X) 

increases in a piece, then the dependent variable (students’ achievement) will increase 

reach 0,458 or 45,8%. 

Discussions 

The researcher limited the discussion based on the hypothesis of this research. Moreover the researcher 

answered the formulation of the problems of this research. The hypothesis discussed the things that 

perhaps influenced students after the research. The researcher discussed two aspects, which were 1) 

Students’ motivation, 2) Students’ Speaking skills achievement. Furthermore, this section provided a 

summary and discussed the researcher’s hypothesis and the data results of this research.  

 

1. Whether digital games influence students’ speaking skills? 

a. Students’ Motivation 

Based on the data finding researcher concluded that digital games influenced students' 

motivation to learn particularly to practice their speaking skills. The data showed that most 

students felt that they had no opportunity to practice their speaking skills in the class. The 

lack of class interaction during distance learning was another cause to deal with this 

problem. Furthermore, the integration and regulation of digital game usage in the 

educational field was should be considered (Gozcu, E., & Caganaga, 2016) state that using 

games creates an environment in which there are fun and satisfaction besides high 

motivation for learning a language.  

In addition to this, games had been found as a serious and pervasive element for 

providing stimulation and simulation in educational settings. In an informal context, games 

had often related to the leisure activities of students' off-school practices and most 

interactive games provide learners with communicative activities as they play games. 
(Sørensen, B.H., & Meyer, 2007) “games have often been utilized to increase motivation 

and authentic communicative practices, since games have been conceptualized as a fun 

factor in language learning.” 

The role of games was needed to decrease the anxiety of using the target language 

cannot be ignored. The new habitude of students’ environment and the importance of 

education should be understood to provide more creative teaching and learning process in 

this situation. 

 

b. Students’ Achievement 

Based on the data results found by the researcher that students' achievement during assessment 

activity indicated that as tenth graders students, they were still poor and cannot to speak 

fluently. The most problem was the less experience to practice their speaking skills. 

Conversation practice enables language learners to assimilate their acquired knowledge, 

integrating a variety of cognitive skills at once to produce oral communication. In effect, this 

is learning by doing (Paisley, 2019). 

 It knew that the average score of each student in three assessment activities was still 

low. This point was supported by students' perception about their activity in the class that 

most of them had not opportunity enough to practice their speaking skills. Moreover, in the 

pandemic situation, the lack of class interaction made students rarely practice their speaking 

skills. Otherwise, based on the questionnaire and interview, the researcher concluded that the 



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right application of digital games was possible to develop student's skills in English, 

particularly their speaking skills. 

The other study Azman & Dollsaid (2018) states that multiple digital games encounter 

with other numerous speakers help students improving their confidence and build new 

knowledge as they engage in achieving a collective goal as online players. Digital games were 

mostly discussed cornering social online interaction in these games. In this research, students’ 

online interaction through Among us game allowed students to connect with their friends with 

active interaction. 

 

c.  The Guidelines of Among Us games as the media of EFL learning 

a) Students should download discord and Among Us, 

b) Students should use discord to communicate during playing the game, 

c) Students login into the game, 

d) Students should create their name by following format (Nama_Kelas), 

e) Students join the room that was created by the teacher, 

f) The game will start when all participants already join in the room, the participant is 4-10, 

g) Students should use the English language to communicate with each other, 

h) Students should communicate one by one during the discussion section, 

i) The students who have dead do not permit to join the discussion section, 

j) Students should be active and communicative during the discussion section, 

k) In addition, students should note every new vocabulary that got during playing the game. 

 
CONCLUSION  

This study provided strong positive indications about the utilization of different types of digital gaming 

opportunities as means of facilitating EFL learning as an out-of-classroom leisure activity. It could be 

known by the detailed results of the assessments that were pre-activity 2.64, during-activity 2.50, and 

post-activity 2.22. Moreover, the results of regression analysis indicated digital games influenced 

students' achievement and students' motivation. It could be known by the significance of Annova 

tables results that students’ achievement 0.022 < 0.05 and students motivation 0.000 < 0.05. 

Furthermore by the observation the researcher found that mostly students was agree to use digital 

game as the alternative media to practice their speaking skills. 

The major findings of the study confirmed that playing digital games might have a positive 

effect on some aspects of EFL learning. Specifically, playing Among us games that require and provide 

students to practice and train their speaking skills. These games stimulate the incidental and indirect 

language learning process. In this process, the learners’ attention is directed toward playing and 

succeeding in the game, while they unintentionally internalize a large number of language expressions, 

vocabulary, and structures.  

The outcomes of this study identified social interaction experiences through online gaming 

as an important provider of an authentic English language environment. EFL learners engaging in 

digital game social interactions benefitted from these practices, particularly in enhancing 

communicative competencies. This can be achieved by increasing the stimulation and motivation for 

language learning for students by utilization of new pedagogical strategies rather than the more 

common teacher-centered strategies of the traditional classroom. 

Finally, the need to obviate the negative impact of the digital game around students’ in 

distance learning situations was the motivating issue for this research study. Furthermore, the learning 

media to practice students’ speaking skills is also a consideration in this research. This study focused 

on Among Us digitial game which are more to invetigate. In the conclusion, the researcher believes 

that the variety of learning media and application of technology development is necessary things that 

should be noticed by the teacher today. 

 

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