Designing Number-Based Word Synonyms (NBWS) Game as a Learning Technique

Mathematics and Indonesian Language are subjects that are considered difficult by students in Indonesia. In addition, students are also considered less creative. One way to solve this problem is to apply the game in learning. For this reason, a game that can solve the problem needs to be designed. The game that is hypothesized to improve math, language, and creativity is Number-Based Word Synonyms (NBWS). The purpose of this paper is to present the design NBWS game, which consists of ten levels.

money = 72/351 x 100% = 20.51%, hard work = 98/351 x 100% = 27.92%, knowledge = 96/351 x 100% = 27.35%, and attitude = 100/351 x 100% = 28.49%. Thus, attitude is no longer 100%, but 28.49%. The second mistake is that there are no rules on the number of vocabulary words, so there will be many phrases that are 100% in number. Correcting the first and second error of the LNC game can result in obtaining the vocabulary that has a number greater than 100, such as corruption = 149 > attitude = 100. This causes the attitude vocabulary to have strong power no longer. Although mathematically wrong. the game of LNC can still be used as a distraction in adult learning, both as a warm-up and a refresher that can break the situation of freezing the mind and physical learners. However, this LNC game cannot be played when learning mathematics or integrated learning at school. If this LNC game is played in those learnings, it is feared that the children will experience a misconception.
Based on this error, Riyanto (2010) has designed the game, which is looking for the same meaningful vocabulary from Indonesian and English language which has the same amount of numbers. In the game, vocabulary is limited to only one. The results of the design show that of the several vocabulary counts, only the emas (Indonesian) and gold words (English) have the same number. This game is suitable for use as ice breaking in training or learning especially in the fields of mathematics and language. However, the game has a weakness, which is difficult to play because there are not many vocabularies in Indonesian and English that have the same meaning and the same amount of numbers. Because of that, other games that are easy to play and can facilitate children's learning need to be designed.
This LNC game is a blend of two elements, namely number, and vocabulary. The number is in a field of mathematics, while vocabulary is in a field of Indonesian. These two fields are the basic knowledge taught since elementary school. Mathematics is a subject feared by most students, whereas Indonesian is a subject that students are less interested in. Some students underestimate Indonesian because as a mother tongue language. As a result, most students have difficulty speaking Indonesian well and correctly. Based on the results of a survey conducted by Trends in the International Mathematics and Science Study (TIMMS) in 1999(TIMMS) in , 2003(TIMMS) in , 2007(TIMMS) in , 2011(TIMMS) in , and 2015 the mathematical abilities of Indonesian elementary and junior high school students were always at the bottom (NCED, 2004: Mullis, Martin, Foy, & Arora, 2012Mullis, Martin, Foy, & Hooper, 2016). While the results of the 2012 and 2015 Program for International Student Assessment (PISA) survey, the reading and math skills of elementary and junior high school students were also at the bottom (Ranking Indonesia dalam PISA, 2013; Indonesia-PISA, 2015). According to Rosengard, around 58% of Indonesian children have reading skills below level 1, and almost none exceed level 4, even university graduates in Indonesia have the same reading ability as out of school children in developed countries which are members of the OECD (Kompas, 2017). According to Nizam, quality improvement has actually been massive but was going nowhere (Kompas, 2017). The results of the national examination are also still low. Since the national examination conducted to date, a passing grade is set at 5.50, whereas for the world level graduation limit is 6.0. In the Education Ministry report disclosed that the 1999/2000 national NEM at the high school level was 3.73 for physics, 4.61 for biology, and 4.63 for chemistry; at the junior secondary level the average was 4.85; and at the elementary level for 1998/1999 the average was 6.17, with the lowest value of 5.13 and the highest score of 7.19 (Info Ebtanas, 2000). According to Jalal, many regions have not reached national standards, for example, NTB, the Indonesian language scores 425, mathematics 444, IPA 429, while national average scores are 500 (Kompas, 2017). In fact, according to the OECD criteria, a different score of 25 alone shows a problem. In 2017, senior high school students, in Bengkulu Province, there were 54% of students who scored below 5.5 (Rakyat Bengkulu, 2017;Suara Pembaharuan, 2017). According to Tabri (2017), the 2017 National Examination score in Jambi Province dropped by 10-12 percent.
To reduce the fear of mathematics and increase student interest in the Indonesian language can be overcome through games. The application of games in learning is very suitable, among others, to support the achievement of cognitive goals in language learning activities, arithmetic, and science and to increase student interest (Heinich, Molenda, and Russell, 1993) and learning outcomes (Sapari, 2000): and Rieber (1996). The results of the study show a positive relationship between the game and student learning (Lieberman, 1977). According to Heinich, Molenda, and Russell (1993), the conditions of games are relaxed and pleasant, especially good for students who are low achievers who have difficulties from the types of structured learning activities. The use of games can arouse learning interest (Randel, Morris, Wetzel, & Whitehill, 1992;Rieber, 1996) and play a role in shaping the emotional and social intelligence of students (Elias, Zins, & Weissberg, 1997). Games can increase attention, planning skills, and student attitudes (McCune & Zanes, 2001); memory (Jensen, 1999(Jensen, , 2000; language development (Clawson, 2002); as well as creativity and divergent thinking (Holmes & Geiger, 2002). Creativity can be seen as an aspect of problem-solving that has meaning in playing games. When children use imagination in playing games, either by using tools or without tools, they are more creative. A game that combines mathematics with language is Number-Based Word Synonyms (NBWS). Therefore, an NBWS game needs to be designed.

Games as Learning Techniques and Their Effectiveness
Games are activities in which players play according to predetermined rules that are different from reality to achieve the game's goals (Heinich, Molenda, and Russell, 1993). Games are usually carried out in an atmosphere of competition between individuals or groups that are guided by rules to determine winners and losers (Riyanto, 2010). So the games are activities that are arranged differently from reality, are competitive, and have winners. The difference between these games and everyday reality is what makes the games fun.
The technique as one of the components of learning resources is a routine procedure in managing materials, equipment, people and the environment to deliver the message. Techniques include programmed learning, independent learning, mastery learning, discovery learning, simulations, demonstrations, lectures, instructions, questions, and answers, etc. (AECT Task Force, 1994). Gerlach and Elly (1980) interpret techniques as paths, tools, or media used by teachers to direct the activities of students towards the goals to be achieved. Anthony (1963) defines techniques as a method of strategy or tactics used by teachers to achieve maximum results at the time of teaching in certain parts of the lesson. Based on these three experts, the technique is interpreted as a procedure or method. This interpretation differs in the level of breadth, AECT Task Force (1994) and Gerlach and Elly (1980) define techniques as procedures with very broad coverage, while Anthony (1963) means techniques as procedures with a narrow scope. In this paper, learning techniques define as concrete and specific ways used during the learning process to achieve learning goals. Barth (1990) classified the game into learning techniques because it can provide value-deeper learning effectiveness. With games, classes will become more lively, cheerful study atmosphere, and full of spirit. In addition, students will be confident and pro-active to follow the lessons. According to Ginnis (2008), games can effectively change class dynamics and usually create a greater willingness to learn and behave. Therefore, the games should be used as part of the learning process, not just to fill in the blank or just playing. Games should be designed to be an event that is experienced by students.
Application of games in learning is very suitable among others, to support the achievement of cognitive learning in language, arithmetic, science, and increase student interest (Heinich, Molenda, and Russel, 1993); learning outcomes (Sapari, 2000) and Rieber (1996). The results showed a positive relationship between the game and the students' learning (Lieberman, 1977). According to Heinich, Molenda, and Russell (1993), the conditions of games are relaxed and pleasant, especially good for students who are low achievers who have difficulties from the types of structured learning activities. The use of the game can arouse interest in learning (Randel, Morris, Wetzel, & Whitehill, 1992;Rieber et al., 1996) and be instrumental in shaping social and emotional intelligence (Elias, Zins, Weissberg, 1997). Games can increase attention, planning skills, and attitudes (McCune & Zanes, 2001); memory (Jensen, 1999(Jensen, , 2000; language development (Clawson, 2002); as well as creativity and divergent thinking (Holmes & Geiger, 2002). Creativity can be seen as an aspect of problem-solving that has meaning in playing. When children use imagination in playing games, either by using tools or without tools, they are more creative. Thus, it can be concluded that games can improve learning outcomes and interests, foster creativity, explore desires and ideals, transform knowledge, and generate enthusiasm and motivation.
Through this playing activity, students will be activated in cognitive, affective, and psychomotor. Through the game, the learning process will be better. The game provides opportunities for students to understand their classmates, understand various abstract concepts, and see the real world around them. Through the game, learning becomes fun. Fun learning makes students feel at home in school. Those who experience pleasant learning tend to repeat it and grow into lifelong learners. So, learning behavior is influenced by previous learning experiences. Therefore, learning needs to be conditioned so that learners can learn with high concentration.

NBWS Game Design Results
The result of the NBWS game design consists of ten levels game, ranging from very easy to very difficult. Ten levels of the game are: 1) replacing letters with numbers, 2) replacing letters in a word and summing them up, 3) replacing letters in several words and summing, subtracting, multiplying, or dividing them, 4) filling one or more letters in the equation, 5) finding two words that have the same number, 6) finding two words that have the opposite number, 7) finding a person's name that has equivalent number to words of characters, metals, plants, or others, 8) finding years of Indonesia important events that have equivalent number with Indonesian vocabulary, and 9) finding arithmetic results of science or non-science concept in English and Indonesian vocabulary, and 10) finding two words in Indonesian and English that have the same number. The ten-level game is presented as follows.

Level 1 (L1) Game: Replacing letters with numbers
This game is simply replacing letters with numbers. There are 26 letters of the Latin alphabet, so it is only necessary to memorize the numbers 1 to 26. This game can be used to remember letters and numbers at once. The game can be played for grade 1 elementary school children because it only remembers numbers and sequence letters. The game links the two elements, and both used to train memory. The game is played by asking the children to replace letters with numbers Example: If A = 1, B = 2, and Z = 26, what number are the letters P, R, and W? Answer: P = 16, R = 18, W = 23

L2 Game: Replacing letters in a word with numbers and summing them up
This L2 game is more complex than the L1 game. In L2 game, players are required to be able, to sum up, numbers of letters in a word. So players are required to remember numbers of letters and then add them together. This game can stimulate memory and practice summation. This game can be played for elementary school students in grades 1 and 2. For grade 1 students, simple vocabulary is chosen, while for grade 2 students, more difficult vocabulary is chosen. a. Finding your name or friend name that has an equivalent number to a certain Indonesian word b. Finding your name or friend name that has an equivalent number to a word depicting the character c. Finding your name or friend name that has an equivalent number to a word of metal concept d. Finding your name or friend name that has an equivalent number to a word of plant concept

L10 Game: Finding 2 vocabulary in Indonesian and English have the same amount
This game can be played by anyone from children to adults. This level game has a higher level of difficulty because besides there are limitations, and players are also required to find 2 vocabulary words from Indonesian and English with the same number of numbers. This game requires mastery of a lot of vocabulary both Indonesian and English vocabulary. For players who have a lot of vocabulary, it's easier to find 2 vocabulary words that have the same number of numbers in Indonesian and English, for example Gold = Gold = 38. Players are required to have a vocabulary of two languages or have to read the dictionary diligently. This game can train accuracy, tenacity, hard work, and crafts. Example: Find 2 Indonesian and English vocabularies that have the same meaning and number! Answer : Gold = Emas = 38 Based on the design results there are 10 levels of NBWS games. Each level of the game has different levels of difficulty. The design of this game is based on the theory that children, even adults love to play. The subjects presented through the game will make students happy. The game is designed in integrated learning. Integration can consist of two or more subjects, can also be combined with all the concepts of the subject. In addition, this NBWS game can be played both inside and outside of school learning, either alone or in groups.

Conclusion
In this paper, the developed NBWS game is described. The NBWS game can be applied as a learning technique. It could theoretically facilitate children in learning mathematics (arithmetic) and Indonesian language (develop vocabulary), also increase the creativity of learners.

Recommendation
Based on the results of the NBWS game design, it is recommended that: 1) the NBWS game design is validated and evaluated both in class and outside the classroom and 2) the results of the L3 game design can be further developed into more complex games, such as: changing letters in several words and adding up, subtracting, multiplying, or dividing the results in word form.