the use of video game in teaching procedure text. Cooking Academy 3

1. Panji Ginanjar Pratama (7777180014)
Vidiana Rahmat (7777180031)
Muh. Yazid Khusin (7777180032)
Supervised by Dr. Yudi Juniardi M.Pd
Universitas Sultan Ageng Tirtayasa
2018

2.  The Cooking Academy 3 is a
portable computer game that you
can play on any computer without
installing the program first. The
author believes the computer
game can engage the users and
develope rich visual content that
can draw the players into the
fantasy game world

3.  The Cooking Academy 3 game is a
computer game that suggests the
player to act as a student in a
prestigious culinary school and to
learn cooking in different countries
and cultures. This game is a 3D
cooking simulation game with
steps and recipes

4.  Ediger (1999:18) recommends the
students to learn procedure text to
drill and practice activities such as;
tutoring, gaming and games,
simulation, and
diagnostic/remedial. In this part
gaming and games serve as a
computer game.
 Expert says that “Computer games
can deliver visual and audio aids
and help the teachers create
contexts where the language is
useful and meaningful” Wright; et
al (1983: 1).

5. Procedure text is the factual genre
that provides instruction to do
something. The further information,
procedure text is a “piece of text that
tells the reader or listener how to do
something” Anderson & Kathy (1998:
2). The purpose of procedure text is
to provide sequenced information or
directions so that people can
successfully perform activities in
safe, efficient, and appropriate ways.

6.  Computer games are often seen as
a tool for encouraging the learner
who might be lack of interest or
confidence in learning English.
Computer games can engage the
student, because “they are
seductive, and they use technology
to represent reality or embody
fantasy (Becta 2001:1)

7.  The author believes that the
computer game that will be used in
the classroom must have rules to
be effective. This is supported by
Griffiths (2002:47) who states that
games “are said to be particularly
effective when designed to address
a specific problem or to teach a
certain skill”.

8. Before implementing video game in teaching English the author uses these steps to
prepare the video games :
 First, before using video games as the teaching media the teacher must determine
the purpose of the video game in teaching, for example the video games should
encourage or to reinforce the students to explore new.
 After that, the teacher must play the game to make sure it is aligned with the
learning goals
 So, The teacher continues to set the difficulties of the game so the students will not
be stressed over how the game works.
 Then, the teacher has to make sure the video game meets the expectation of the
parents.
 Next, the teacher’s job is dedicating the time to be consistent in-class play.
 Last, the teacher assesses the students’ progress throughout the play. By observing
the class discussion and In-game report that will show each player’s mark in the
game.

9. The strengths of teaching writing procedure
text using Cooking Academy 3 video game
were:
 The students were introduced to new
vocabularies frequently used in cooking
activity by playing the video game. By
playing the game, the students were able
to understand the meaning of the
ingredients and the procedure of cooking
in Indonesian language.
 The Cooking academy 3 video game made
the students remember and understand
the instruction of cooking easily by playing
the game. They delivered the recipe easier
by using the visual aids of the video game.
 The students were able to write the recipe
of the food by simply following the
gameplay and then writing it down. It is
because video game were guiding the
students in cooking, step by step.
 The video game was fun and interesting to
make the students enjoy learning English.
Because it was fun, the students were
motivated to learn English.

10. The weaknesses of teaching writing
procedure text using Cooking
Academy video game were:
 Cooking Academy was a computer
game, not every student had a
computer or laptop to play the
game at home.
 Most menus in the video game
were European or American
cuisine. The students who were
not accustomed with the cuisine
were often confused with the
ingredients or the instruction of
the recipe.
 Although the video game was
interesting and fun, once the
students played the game, they did
not pay any attention to the
procedure of cooking the menu
and forgot the function of the
video game that was to help them
writing the procedure text.