STUDENTS’ PERCEPTION OF USING SCAVENGER HUNT GAME IN UNDERSTANDING SOCIAL CONTEXT OF SECOND LANGUAGE ACQUISITION

Article History This research study investigates students’ perception of using the Scavenger Hunt game to understand the social context of second language acquisition. The participant of this research was 12 undergraduate students in the 5th semester. The data were collected from questionnaires, documentation, and interview. The data were analyzed using descriptive analysis. This study revealed that Scavenger Hunt is an exciting way to understand the social context of Second Language Acquisition because the students experienced directly and what they did were examples of some issues in learning the social context of Second Language Acquisition (SLA). Teachers and lecturers should consider the integration of Scavenger Hunt and specific topics with some adaptation to make the activity effective in the teaching and learning process.


LATAR BELAKANG
Second language acquisition (SLA), or second language learning, studies how people acquire a second language. In some contexts, SLA is also called a foreign language. In learning Second Language Acquisition, many essential terms need to be understood, especially in introducing Second Language Acquisition, because it will help learners understand other books or references related to Second Language Acquisition.
Because many terms need to be understood, such as language community, Zone of Proximal Development (ZPD), intrapersonal interaction, interpersonal interaction, macrosocial, microsocial, and others, they require time to be learned so that the implementation of games or game-like activity in learning SLA is considered necessary for the students.
Games named the "Play-way method" in language learning are usually assumed to teach young learners or are limited to them only. However, adolescent and adult learners may also be interested in participating in it (Singh, 2016). How to make it attractive to a particular level is by adopting the games and adapting based on the students' needs.
Particularly in language teaching, Williyam et al. (2016) stated that a game is played governed by specific rules, and the rules in language games should be clear for all participants. The participants in this game are learners who play the game. In addition, Margineanu (2003) revealed that a game has objectives. The games must have a beginning and an end. It must be understandable for learners and teachers.
Using games or game-like activities in the teaching and learning process can provide concrete practice for learners and reduce tension and anxiety for some learners.
Applying game or game-like activities in the classroom is a way to motivate students and invite them to engage more actively in the learning process.
There are some types of games; cooperative games, competitive games, communication games, and code-control games. (Margineanu, 2003 once, which will help build their confidence.
Code-control games. This game requires that students produce correct language: Structures, spelling, and pronunciation. The production of the correct language will make the players of the team win points.
From the types of games above, this study used a cooperative game named Scavenger Hunt in which all group members were active in playing the game. Scavenger Hunt refers to (Lu et al., 2015) is a popular game where the organizers define a list of objects or tasks for players to find or perform. The players must find or perform a task within a set time limit. When the individual or team participants find objects and perform tasks, they collect the found objects.
According to Barkley (2010) Fieldman (1999) defined perception as a process of sorting out, analysing, and interpreting, and integrating the stimuli in human senses and brains.
In conclusion, the research study analyzed students' perceptions or views of using the scavenger hunt as one of the activities in their learning process, especially in understanding the social context of SLA.

METODE PENELITIAN
This study is a qualitative research study that provides an understanding of activities viewed from the perspective of the research participants. This study applied the scavenger hunt exercise to 12 students in the 5th semester of the English Department of Institut Pendidikan Nusantara Global, Lombok. These students were divided into three groups; each consisted of 4 students.
The information was collected from a questionnaire, interview, and documentation.
The documentation was taken during the study, and the questionnaire then sends to all students by using google document.
Afterward, the interview was conducted randomly for some students to get more information and clarify some points.
In analyzing data, models from Miles & Huberman (1994) used data reduction, data display, and conclusion drawing.
The data collected from the questionnaire and transcript of the interview were read. After that, they grouped into some themes. Data that did not relate to any information needed were discarded; this step is called data reduction. When all data were ready, the data were reviewed, and finally, the data were concluded.

HASIL DAN PEMBAHASAN
The scavenger hunt game did in one