Fadillah, Muhammad Raihan (2026) Students’ Experience in Learning English through Digital Game-Based Language Learning (DGBLL): A Narrative Inquiry. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This study explores students’ experiences and English learning strategies through Digital Game-Based Language Learning (DGBLL). Using a qualitative approach with a narrative inquiry design, this research investigates how students describe their experiences in using digital games for English learning and what strategies they employ to improve their English language skills. Data were collected through observation and interviews with two English Education Department students at UIN Antasari Banjarmasin. The findings reveal that digital games created enjoyable, motivating, interactive, and low-pressure learning experiences. Digital games such as Duolingo, Quizizz, Kahoot, Bamboozle, Quizlet, and RPG games helped students develop vocabulary, grammar, listening, speaking, reading, writing, pronunciation, and communication skills. The students also employed cognitive, metacognitive, social, and affective strategies, including guessing meaning from context, using translation tools, repeating exercises, monitoring progress, discussing with friends, managing anxiety, and building confidence. However, several challenges were also found, including technical problems, difficulty understanding English content, and anxiety or competition. This study highlights that digital games are not only used for entertainment, but can also become meaningful learning spaces when students use them actively with appropriate strategies and clear learning goals. The findings offer useful insights for students, lecturers, institutions, and future researchers in integrating Digital Game-Based Language Learning into English language learning.

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