DEVELOPMENT OF COMPUTER GAME ON TRANSLITERATION WITH COOPERATIVE LEARNING USING MATH LEAGUE TECHNIQUE FOR TEACHER STUDENTS FROM RAMBHAI BARNI RAJABHAT UNIVERSITY

Abstract

The objectives of the research article were: 1) to create and find the efficiency of computer game on transliteration, 2) to compare learning achievement both before and after learning with the computer game on transliteration with cooperative learning using math league technique, 3) to study students’ satisfaction towards the computer game on transliteration, and 4) to study learning retention of the students who learned with the computer game on transliteration. This study was in a form of research and development consisted of four stages including: 1. basic information study by analysis data from documents, 2. innovation design, creation and assessment by ADDIE MODEL innovative design and development, 3. innovation trial implementation used achievement test was pretest and posttest, and 4. innovation assessment and improvement used satisfaction assessment. The sample used in this research was a group of 32 undergraduate students from Bachelor of Education Program in Computer Education, Faculty of Education, Rambhai Barni Rajabhat University gaining from simple random sampling. The data analyzed using average, statistics standard, deviation, t-test and content analysis to overview summary. The results found that: 1) the computer game on transliteration had efficiency according to the criteria with 80.94/80.70, 2) post-learning achievement (with mean of 33.88 and standard deviation of 2.96) was higher than pre-leaning (with mean of 28.88 and standard deviation of 3.35) with statistical significance at the .05 level, 3) the students’ satisfaction towards the computer game on transliteration with cooperative learning using math league technique as a whole was at the high level (with mean of 4.19 and standard deviation of 0.71), and 4) learning retention level of the students who learned with the computer game on transliteration with cooperative learning using math league technique for two weeks (follow-up period) showed that there was no difference from after learning with statistical significance at the .05 level.