The Traditional Game of Dakon as a Learning Medium for Indonesian Language for Foreign Speakers at Yale University, United States

Kundharu Saddhono; Raheni Suhita; Edy Suryanto; Indriyo Sukmono; Aldi Dwi Saputra

doi:10.63931/ijchr.v7i1.114

Authors

Kundharu Saddhono Faculty of Teacher Training and Education https://orcid.org/0009-0006-2116-5500
Raheni Suhita Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia https://orcid.org/0000-0002-4313-0898
Edy Suryanto Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia https://orcid.org/0000-0001-8821-4641
Indriyo Sukmono Yale University, United Stated of America https://orcid.org/0000-0002-3962-9338
Aldi Dwi Saputra Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia https://orcid.org/0000-0002-8745-9572

DOI:

https://doi.org/10.63931/ijchr.v7i1.114

Keywords:

Dakon, Game-based Learning, Indonesian Language Learning for Foreign Speakers, Yale University

Abstract

This article explores the use of the traditional Indonesian game, dakon, as a medium for learning Indonesian for non-native speakers at Yale University, United States. This study is based on the theory of game-based learning, which states that game-based learning can increase student motivation and engagement. Dakon, as a traditional game that requires verbal interaction, strategy, and calculation, is believed to be an effective tool in language learning, especially in developing speaking, listening, and vocabulary skills. This study uses a qualitative approach with interviews and observations of 44 non-native Indonesian language students at Yale University. The results show that the use of dakon in Indonesian language learning increases student participation, enriches their vocabulary, and strengthens their understanding of Indonesian culture. Based on the calculation of Cohen's d, a significant difference in speaking skills between the two groups was found, with a value of Cohen's d = 1.81, indicating a large effect size. This suggests that the use of dakon in language learning has a more substantial impact on improving Indonesian speaking skills compared to conventional methods.

Author Biographies

Kundharu Saddhono, Faculty of Teacher Training and Education

Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia

Raheni Suhita, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia

Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia

Edy Suryanto, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia

Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia

Indriyo Sukmono, Yale University, United Stated of America

Yale University, United Stated of America

Aldi Dwi Saputra, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia

Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia

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