Analysis of Junior High School Student Activity through Story, Game, and Song-Based Learning

Abstract

This study uses a qualitative descriptive technique to investigate the learning activities of junior high school students using Story-Based Learning, Game-Based Learning, and Song-Based Learning. An key measure of successful learning is student activity, which involves behavioral, emotional, and cognitive involvement. However, especially in English language classrooms, traditional teaching approaches can restrict students' engagement and drive. Therefore, to develop more dynamic and student-centered learning environments, creative instructional tactics are required. Twenty junior high school students from a private school participated in this study. Semi-structured interviews, classroom observations, and learning activity documentation were used to gather data. To find trends in student engagement, interaction, and emotional reactions during the learning process, the gathered data was subjected to a thematic analysis. The results show that story-based learning improves students' understanding, communication skills, and self-assurance. Motivation, teamwork, and active participation in class activities are all greatly enhanced by game-based learning. Song-based learning promotes vocabulary recall and fosters a fun learning environment that motivates students to engage more fully. Additionally, combining these three strategies encourages greater zeal, focused attention, and constructive emotional involvement. In general, junior high school students' learning activities are effectively enhanced by the relevant, interactive, and student-centered learning experiences offered by story-based learning, game-based learning, and song-based learning.