Enhancing Reading Skills Through Narrative-Based Games Among EFL Students at Pekalongan University

Abstract

ABSTRACT

This research aims to describe the implementation of narrative-based games as a teaching medium for reading and to explore students’ perceptions of their effectiveness. A qualitative case study approach was employed, focusing on second-semester students of the English Language Education Study Program at Pekalongan University. Data were collected through classroom observations, semi-structured interviews, and questionnaires. Observations were used to examine student engagement during the game "Choices: Robots", while interviews and questionnaires captured students’ experiences and perspectives. The findings reveal that narrative-based games significantly enhanced student engagement, particularly in terms of emotional involvement, group discussions, and comprehension of narrative structures and vocabulary. A total of 72.73% of students expressed a preference for this method over traditional approaches. The games also helped boost students’ confidence in understanding and retelling the text. Based on these results, narrative-based games can be considered an engaging and effective alternative medium for improving reading skills among EFL (English as a Foreign Language) students.