The Evaluation of Tynker-Based English Teaching Material Development in Improving the Vocabulary of Fourth Grade Elementary Students

Abstract

In non-English-speaking nations such as Indonesia, students learning English as an International Language without an authentic learning environment, resulting in low English-learning performance. The use of Tynker-based material to promote conditional classroom learning and conduct teaching experiments for fun and joyful learning is essential to increase the English-learning effectiveness of EFL students. The purpose of this study is to see if materials developed for young learners may be improved by employing Tynker-based material in a situational context. The ARCS (Attention, Relevance, Confidence, and Satisfaction) Model is used as a metric in evaluating the materials. The findings indicate that Tynker-based learning materials have extremely good validity.