Improve Indonesian Language Writing Skills using Educational
Multimedia Games for Elementary School Students
Tustiyana Windiyani, Endry Boerieswati, M. Syarif Sumantri,Vina Iasha
Universitas Negeri Jakarta, Indonesia
Keywords: Writing Skills, multimedia, games, Elementary Schools
Abstract: This study aims to improve Indonesian writing skills by using multimedia education games for third grade
students of Sidangsari elementary school, Bogor Regency. The type of research used is collaborative
classroom action research. The research design used was the Kemmis and Robin Mc Taggart models. The
methods used in this study are: (1) tests, (2) observations, and (3) documentation. The data analysis technique
used in this study is descriptive statistics, namely the mean. The results showed that the use of multimedia
game education improved Indonesian writing skills in Sidangsari 3 grade students. The use of multimedia
game education makes students more active, enthusiastic, and enthusiastic in learning to write in Indonesian
language learning.
1 INTRODUCTION
The scope of Indonesian language learning includes
aspects of listening, speaking, reading and writing.
Writing skills as one of the four language skills have
a very important role in human life. In writing
learning activities, students are directed to be able to
communicate using written language (Zulela et al.
2017). The purpose of writing learning is that students
are able to express their opinions in writing to express
their ideas or ideas in a coherent manner, with the
right diction, the structure that is right in the context
(Little et al. 2018). Writing is one of the fields of
language skills activities that have an important role
in Indonesian language learning in elementary
schools. One of the objectives of Indonesian
Language subjects in the Elementary Education
Curriculum is so that students have the ability to use
Indonesian to improve their intellectual abilities,
maturity, emotional, and social maturity (Mudiono
2012).
As said by Tarigan (2008) that writing is lowering
or describing a symbol of a graph that describes a
language that can be understood by someone so that
other people can read the symbols if other people
understand the language and graphic images. Writing
skills need to be trained and developed through the
educational process. Writing skills are not
automatically mastered by students. Skills can only
be obtained and mastered by practice and lots of
training (Parkes 2018) According to Tarigan
(2008)the ability to write is one type of writing
language skills that are productive, meaning the
ability to write is an ability that produces, in this case,
produce writing.
Writing skills is one aspect of language skills that
must be mastered by students, in addition to the three
other skills, namely reading, listening and speaking.
Learning to write at elementary school is given
through Indonesian subjects. In the opinion of Pelly
(MS and Rachmadtullah 2019). Although writing
learning has been realized is an important part of
learning Indonesian in elementary school, but in fact,
writing learning lacks the attention of teachers and
students. Learning to write or compose is not handled
seriously so that the writing skills possessed by
students are inadequate (Rietdijk et al. 2018).
Writing skills are activities that require complex
abilities. As Puranik et al. (2018) that writing
activities are very complex activities because they
involve regular ways of thinking and various
requirements related to writing techniques, including
the existence of unity of ideas, the use of clear
sentences and effective, well-arranged paragraphs,
application of correct spelling rules, and adequate
vocabulary mastery. In elementary school, writing
learning is one of the language skills that students
Windiyani, T., Boerieswati, E., Sumantri, M. and Iasha, V.
Improve Indonesian Language Writing Skills using Educational Multimedia Games for Elementary School Students.
DOI: 10.5220/0009034305970603
In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 597-603
ISBN: 978-989-758-405-3
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
597

must master well (Anon 2017). Writing learning takes
place as a gradual process. The process carried out in
writing learning in elementary schools is adjusted to
the class level and level of difficulty, as well as the
type or form of writing that is destroyed. In essence
writing learning in elementary school is expected to
train students to think critically and logically, and be
able to express feelings, ideas and ideas in written
language (De Smedt, Van Keer, and Merchie 2016).
The statement clearly gives the sense that writing
activities are very important to be mastered by
students because of writing because writing trains
students to think critically and logically (Nackaerts et
al. 2016).
Basically learning writing in Indonesian language
lessons for class V students is a fun and very easy
lesson to do, but in reality, there are students who
have difficulty writing. To overcome difficulties in
teaching writing in Indonesian language learning a
tool is needed as a learning media, these tools can be
educational multimedia applications.
The birth of multimedia technology is the result of
a combination of advances in electronic technology,
computer engineering, and software. The ability to
store and process digital images in dozens of millions
of colors with high resolution and reproduction of
sound and video in digital form(Lee and Owens 2004;
Nan 2018; Rachmadtulla et al. 2019). Multimedia is
a concept and technology of elements - elements of
image, sound, animation, and video put together in a
computer to be stored, processed and presented in
order to form a very innovative interactive between
computers and users (Rachmadtullah, Nadiroh, et al.
2018; Wiana 2018). Multimedia technology is a
combination of computer technology both hardware
and software with electronic technology,
development, and utilization of multimedia
technology are widely used in almost all aspects of
activities (Shilpa and Sunita 2016).
Multimedia is the use of computers to present and
combine text, sound, images, animations, and videos
with tools and connections so that users can navigate,
interact, work and communicate (Rachmadtullah, Ms,
and Sumantri 2018). When compared with
information in the form of text (letters and numbers)
commonly found on computers today, of course
information in the form of multimedia that can be
received with the two human senses in a form that
matches the original or in a real world (reality)
besides multimedia as a tool in learning not only used
as presentation material or self-learning material
(Iasha et al. 2018). Multimedia applications can be
designed to be game education or often called
multimedia-based game education.
The use of multimedia can provide concrete
learning experiences through simulations, fun
learning through games, and interesting animated
content so as to foster student learning motivation.
Multimedia adapts to information technology such as
flash and multimedia application programs that are
currently developing rapidly. In addition to
multimedia, games are something that is popular with
students. The use of games as a means of education is
the latest innovation in enriching learning methods in
improving the quality of education in Indonesia. The
game is the latest breakthrough in making the
learning process not saturating and increasing student
motivation. In addition, the use of games in education
can foster positive attitudes of students towards the
educational process and also foster positive attitudes
of parents that games are not always synonymous
with negative images.
The media and learning games are very
appropriate to be chosen to be developed because
according to the needs analysis carried out in
elementary schools in Bogor Regency, the district is
one of the advanced districts in West Java and
strategically close to the capital so that the
development of information and technology is very
fast. But in reality the development of information
and technology is less visible in the education sector,
especially in elementary school education.
Multimedia Educational game is a game
application that has been designed to teach players
about certain topics, expand concepts, strengthen
development, understand a historical or cultural
event, or help them learn skills because they play
(Juliantari et al. 2018). The emergence of various
kinds of games, including educational games is also
influenced by the development of technology around
us.
Multimedia Educational game is a game designed
or created to stimulate thinking power including
increased concentration and solving problems
(Moreno-Ger et al. 2008). Multimedia Educational
games are media that are currently quite popular and
have been developed to support the learning process
(Essel et al. 2016). To integrate a game through
interactive multimedia, teachers need to pay attention
to the compatibility between the material and the
game to be chosen. Interactive multimedia loaded
with educational games used in Indonesian language
learning can be used properly if the content is in
accordance with the learning objectives formulated.
Many studies have discussed learning media to
improve writing for elementary school students in this
research using presentation media, media games,
media cards and media writing skills, but there are
ICELS 2019 - International Conference on Education, Language, and Society
598

still few studies that discuss improving writing in
Indonesian language learning using multimedia game
education, therefore we conducted this study aimed at
improving the quality of writing learning with the
help of multimedia game education. As for the use of
multimedia game education reinforced by the results
of research by (Nasrudin et al. 2018) stated that the
use of technology as a tool in learning is very helpful
in the learning process activities in the classroom,
especially improving learning achievement. The use
of multimedia in a precise and varied manner can
overcome student saturation in learning (Chang et al.
2017). Based on these statements interactive
multimedia is very suitable for use in learning
activities to improve the quality of student learning
both during the process and results. For this reason
the research focuses on improving the writing skills
of elementary school students using multimedia game
education.
2 METHOD
The method in this study used a type of Collaborative
Class Action Research. Collaborative classroom
action research means that researchers work with
classroom teachers in carrying out the learning
process. This research is used to improve the ability
of the subject by applying a new strategy in teaching
which is felt to have several advantages. The purpose
of this study is to improve Indonesian writing skills
by using multimedia game education for fifth-grade
students of Sidangsari elementary school, Bogor
Regency.
This action research was carried out through two
cycles, which were adjusted to the conditions and
results of reflection on the achievement of the
expected improvement in the previous cycle, in
accordance with the actions taken. In the first cycle it
has not been successful, then continued in the next
cycle. The design of this study uses a spiral action
research model developed by Kemmis and Robin Mc.
Taggart, there are four stages commonly passed in
this action research, namely 1) planning, 2)
implementation, 3) observations, and 4) reflection
(Kemmis and McTaggart 2005).
At the planning stage starts from finding the
problem and then designing the action to be taken. In
more detail, the steps are as follows. (a). Find
research problems in the field. This phase is carried
out through discussions with class teachers, as well as
through observation in the classroom. By recording
things and learning problems that exist in the class
(b). Explain learning writing skills using multimedia
game education.
At the stage of Action and Observation carried out
problem-solving as planned. This action is guided by
the planning that has been made in the meaning of the
planning, must be flexible and open to changes in
implementation. So, actions are non-permanent and
dynamic, which requires a quick decision about what
is needed. The implementation of the action plan has
the character of material, social, and political
struggles towards improvement. Perhaps negotiation
and compromise are needed, but compromise must
also be seen in the context of its strategy (Mills 2011).
At the stage of observation. namely the effort to
observe the implementation of actions. Observation
of the process of action being carried out to document
the effect of the actions carried out oriented to the
future, and provide a basis for more critical reflection
activities. The process of action, the effect of
intentional and unintentional actions, the situation in
which the action is carried out, and the constraints of
action are all recorded in planned and flexible and
openly planned observation activities.
In the Reflection, Reflection stage is an important
part of the action research process step, because
reflection activities will strengthen activities or
actions to overcome problems, by modifying the
previous plan according to what arises in the field. In
this study reflection activities are carried out in three
stages, namely: (1) the problem discovery stage, (2)
the stage of designing the action, and (3) the
implementation stage.
3 RESULT
3.1. Improving Writing Skills using
multimedia game education in
Cycle I activities
Learning Activities Indonesian language writing
skills in the fifth grade of Sidingsari elementary
school beforehand were limited to examples and
teacher explanations without using any media. This
situation resulted in students being less interested in
learning. Students have not been able to understand
and remember clearly what has been conveyed by the
teacher. Most students still have not reached the
minimum completeness criteria determined by the
school. The average class is only 60.4.
Learning Indonesian writing skills in the first
cycle of the teacher uses multimedia game education
to facilitate students in writing descriptions. By using
Improve Indonesian Language Writing Skills using Educational Multimedia Games for Elementary School Students
599

this multimedia game education, students look more
enthusiastic and interested in participating in
learning. Students are more focused on the following
learning and listening to the teacher's explanation.
Although there are still some students who pay less
attention, most of them have paid close attention to
learning. The teacher rebukes students who pay less
attention to the lessons so as not to disturb other
students.
After carrying out the cycle I action, there is an
increase in writing skills. The increase can be seen
from the values of writing description skills and the
number of students who complete the Minimum
Completion Criteria. The average value of student
writing skills increases by 78.5 in cycle I. The initial
average value before the action is 60.4 but in the first
cycle of learning There are still several problems, one
of which is the presence of students who have not yet
fulfilled the Minimum Completion Criteria. These
problems are caused by several factors. These factors
include: a) there are still some students who pay less
attention to spelling, b) students still do not
understand writing descriptions, c) the teacher has not
maximally provided guidance to students who have
difficulty writing descriptions. The problems that
exist in the first cycle try to be overcome in the second
cycle by making learning changes that are not too
different from the previous cycle. These changes are
made to overcome the problems that arise in the first
cycle so that the results obtained are in accordance
with what is expected.
3.2. Improving Writing Skills using
multimedia game education in
Cycle I activities
In the implementation of learning writing skills at the
stage of the second cycle, students still look
enthusiastic in participating in learning. Learning in
cycle II is done using multimedia game education.
Learning in cycle II is almost the same as its
implementation with learning in cycle I. In cycle II
there have been improvements to overcome the
problems that exist in cycle I. In cycle II there have
been improvements to overcome the problems that
exist in cycle I In the second cycle the teacher
conditions students to be calmer when the material is
delivered and the teacher slows down the tempo in
delivering the material so that students understand
better. In addition, the teacher also explained the
written material description to students and gave the
opportunity to ask students who did not understand,
so students became more understanding.
After carrying out the second cycle of action, the
average value of writing Indonesian language skills
using multimedia game education has increased by
90.5. The initial average value before 78.5. At this
stage of Cycle II the number of students who
completed the Minimum Completion Criteria also
increased compared to cycle I. The following is a
comparison chart between pre-cycle, cycle I and
cycle II in learning Indonesian writing skills using
multimedia game education:
Figure 1: Comparison of pre-action results, cycle I and
cycle II in learning activities using multimeda game
education to improve writing skills
Referring to the research success criteria, the average
grade value achieved at the end of cycle II is 90.5.
The results of research on writing skills in Indonesian
language learning using multimedia game education
conducted in two cycles showed that there was an
increase in students' writing skills, most students had
reached the minimum completeness criteria specified.
At the end of the second cycle, students are brave and
able to retell the stories that they have written in front
of the class. Students feel more pleasant when the
activity of writing student descriptions is based on
media images. Indonesian Language Learning is not
boring and students are eager to take lessons even
though learning takes place in the last hour of
teaching and learning activities in schools.
4 DISCUSSION
Based on the findings in this study that
multimedia game education has a positive impact on
improving the writing skills of elementary school
students. The use of multimedia education games
makes it easy for teachers to teach students how to
write good skills. With multimedia game education
students are taught how the writing stage is a
discussion of each topic item contained in the essay
framework. In the framework of the essay, more
detailed explanations are still needed so that the
60.4
78.5
90.5
0
20
40
60
80
100
Prat action Cycle I Cycle II
ICELS 2019 - International Conference on Education, Language, and Society
600

reader can understand the intent of the text delivered.
In writing, essays are very necessary to choose the
right, careful, and straightforward words, so that the
writing is resistant. The use of multimedia as a
teaching aid about writing skills is supported by the
results of research conducted by Wang et al. (2018)
which suggests that the use of multimedia in the
learning process aims to improve understanding of
students' concepts, increase student learning
motivation and create a more meaningful learning
process. Meaningful learning is defined as a deep
understanding of a material, the process of mental
regulation that is linked reasonably with cognitive
structures and connects new knowledge with existing
knowledge. Meaningful learning describes a person's
ability to apply the knowledge that is already known
to real, new and different situations and conditions
then Mayer (2014) in his research suggests that
meaningful learning requires the participation of
students in cognitive processes during learning, but
the capacity of students to use cognitive processes has
limitations. To overcome this, the teacher must create
recognition through the use of multimedia, the use of
multimedia learning has a sensitivity to a load of
cognitive processes of students during learning (Clark
and Mayer 2016; Rusli and Atmojo 2015)
Furthermore according to (Rachmadtullah, MS, and
Sumantri 2018; Rachmadtullah, Zulela, and Syarif
Sumantri 2019) The benefits of multimedia in the
learning process in general are able to create an
interactive atmosphere in students, improve the
quality of learning, increase attractiveness,
willingness, students' imagination on complex
subjects, and the process of understanding and
deepening of the material becomes faster and more
effective. multimedia excellence Can present forms
of animation and simulation of objects or events.
5 CONCLUSIONS
Based on the results of research and discussion, it can
be concluded that the use of multimedia game
education can improve Indonesian language writing
skills in class students. Improvement of writing skills
in the first cycle is 78.5, with an initial score of 60.4
and an increase in writing skills in the second cycle
of 90.5. so that it can be said that learning with the
help of multimedia game education contributes to
writing ability learning activities.
ACKNOWLEDGEMENTS
The author is grateful to all parties who have helped
in the completion of this research starting from the
pre-observation stage, the literature search of the
school where the research was conducted. GP3
Postgraduate of the Universitas Negeri Jakarta.
Indonesia, who has provided guidance to the author
for the publication of the research report
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