Improving Students’ Motivation in Learning English through Gamification

Tasya  Amalia; Dian  Inayati; Arita  Marini

doi:10.23887/jpbi.v11i1.63332

Authors

Tasya Amalia Universitas Brawijaya, Malang, Indonesia
Dian Inayati Universitas Brawijaya, Malang, Indonesia
Arita Marini Universitas Negeri Jakarta, Jakarta, Indonesia

DOI:

https://doi.org/10.23887/jpbi.v11i1.63332

Keywords:

Gamification, Motivation, Online Learning

Abstract

In the event of world pandemic of COVID-19, emergency remote learning settings have become normalized in Indonesia and it has affected students’ motivation in learning. Educators around the world have found a way to enhance students’ motivation through gamification. Therefore this study aims to improve students’ motivation in learning English through gamification in online learning settings. This study was conducted at a Private Junior High School with 36 eighth graders. The method used in this study is Classroom Action Research (CAR). After conducting two cycles in the implementation phase, the result, supported by the questionnaire, interview, and observation data, shows how gamification is able to improve students’ motivation. In collecting the data, qualitative and quantitative method were used. The questionnaire as the quantitative data, consist of subdimensions of intrinsic and extrinsic motivation. As for the qualitative method, to identify the students’ problem, observation and an end-of-cycle interview were conducted. Through two cycles, the implemented action was able to improve students’ motivation in English class and enlighten the ambience of the class. Although students’ response to gamification was highly favorable, the findings also suggest a new issue. Some students have developed a speech anxiety by learning online due to fear of making mistakes and a feeling of embarrassment. The current study has been able to shed lights on the benefits of gamification in a teaching and learning process of English Language Teaching (ELT).

Author Biographies

Dian Inayati , Universitas Brawijaya, Malang, Indonesia

Arita Marini, Universitas Negeri Jakarta, Jakarta, Indonesia

References

Adnyani, K. E. K., Adnyana, I. W., Murniasih, N. N., & Suwastini, N. K. A. (2022). Implementing Kahoot! for Japanese language learning in Indonesian high school. Journal of Education Technology, 6(2), 217–225. https://doi.org/10.23887/jet.v6i2.46102.

Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225–235. https://doi.org/10.31940/soshum.v10i2.1316.

Al-Shawi, M. A. (2014). Using Game Strategy for Motivating Students to Learn New English Vocabulary—PDF Free Download. AMARABAC: Journal of American Arabic Academy for Science and Technology, 5(12), 137–146. https://platform.almanhal.com/Files/2/71445.

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the Research Agenda. Language Learning, 41(4), 469–512. https://doi.org/10.1111/j.1467-1770.1991.tb00690.x.

Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3), 273. https://doi.org/10.2307/330107.

Fuster-Guilló, A., Pertegal-Felices, M. L., Jimeno-Morenilla, A., Azorín-López, J., Rico-Soliveres, M. L., & Restrepo-Calle, F. (2019). Evaluating Impact on Motivation and Academic Performance of a Game-Based Learning Experience Using Kahoot. Frontiers in Psychology, 10, 2843. https://doi.org/10.3389/fpsyg.2019.02843.

Gardner, R. ., Lalonde, R. ., & Moorcroft, R. (1985). The Role of Attitudes and Motivation in Second Language Learning: Correlational and Experimental Considerations. Language Learning, 35(2), 207–227. https://doi.org/10.1111/j.1467-1770.1985.tb01025.x.

Hainey, T., Westera, W., Connolly, T., Boyle, L., Baxter, G., Beeby, R., & Soflano, M. (2020). Students’ attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands. Computers & Education, 69, 474–484. https://doi.org/10.1016/j.compedu.2013.07.023.

Hasan, M. L., Mohyaldinn, M., Aziz, N., & Mohamed, A. (2017). Improving Students’ Motivation to Learn through Gamification (pp. 642–647). https://doi.org/10.1109/WEEF.2017.8467059.

Heri Suryaman, Kusnan, & Husni Mubarok. (2020). Profile of Online Learning in Building Engineering Education Study Program During the COVID-19 Pandemic. IJORER : International Journal of Recent Educational Research, 1(2), 63–77. https://doi.org/10.46245/ijorer.v1i2.42.

Hidayati, T. (2016). Integrating ICT In English Language Teaching And Learning In Indonesia. JEELS (Journal of English Education and Linguistics Studies, 3(1), 1. https://doi.org/10.30762/jeels.v3i1.173.

Ichsan, I. Z., Rahmayanti, H., Purwanto, A., Sigit, D. V., Kurniawan, E., Dewi, A. K., Wirdianti, N., Hermawati, F. M., & Marhento, G. (2020). Covid-19 dan e-learning: Perubahan strategi pembelajaran sains dan lingkungan di SMP. JINoP (Jurnal Inovasi Pembelajaran), 6(1), 50–61. https://doi.org/10.22219/JINOP.V6I1.11791.

Irwansyah, R., & Izzati, M. (2021). Implementing Quizizz as Game Based Learning and Assessment in the English Classroom. TEFLA Journal, 3(1), 13–18. https://journal.umbjm.ac.id/index.php/TEFLA/article/view/756.

Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organization, 13(1), 113–127,. https://doi.org/10.1504/ijmlo.2019.096479.

Kemmis, S., & Mc. Taggart, R. (1988). The action research planner. Deakin University.

Makarova, E. A., & Makarova, E. L. (2018). Blending pedagogy and digital technology to transform educational environment. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 57–65. https://doi.org/10.5937/ijcrsee1802057M.

Muslimin, A. I., & Harintama, F. (2020). Online Learning during Pandemic: Students’ Motivation, Challenges, and Alternatives. Loquen: English Studies Journal, 13(2), 60–68. https://doi.org/10.32678/loquen.v13i2.3558.

Norahmi, M. (2017). 21st-century teachers: The students’ perspectives. Journal on English as a Foreign Language, 7(1), 77. https://doi.org/10.23971/jefl.v7i1.538.

Pahargyan, T. (2021). Students’ Anxiety In Speaking English During Distance Learning. UC Journal: ELT, Linguistics and Literature Journal, 2(1), 1–13. https://doi.org/10.24071/uc.v2i1.3240.g2317.

Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and Exploring an Evaluation Tool for Educational Apps (ETEA) Targeting Kindergarten Chil-dren. Sustainability, 12(10), 4201. https://doi.org/10.3390/su12104201.

Purnama, N., Rahayu, N., & Yugafiati, R. (2019). Students’ Motivation in Learning English. PROJECT (Professional Journal of English Education, 2, 539. https://doi.org/10.22460/project.v2i4.p539-544.

Rahayu, S. L., & Fujiati, F. (2018). Penerapan Game Design Document dalam Perancangan Game Edukasi yang Interaktif untuk Menarik Minat Siswa dalam Belajar Bahasa Inggris. Jurnal Teknologi Informasi Dan Ilmu Komputer, 5(3), 341–346. https://doi.org/10.25126/jtiik.201853694.

Rastegar, M., Akbarzadeh, M., & Heidari, N. (2012). The Darker Side of Motivation: Demotivation and Its Relation with Two Variables of Anxiety among Iranian EFL Learners. ISRN Education. https://doi.org/10.5402/2012/215605.

Sabiri, K. A. (2019). ICT in EFL Teaching and Learning: A Systematic Literature Review. Contemporary Educational Technology, 11(2). https://doi.org/10.30935/cet.665350.

Sanmugam, M. A., Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use Of Nearpod as Interactive Learning Method (pp. 8908–8915). https://doi.org/10.21125/inted.2019.2219.

Sari, A. B. P. (2021). The Impacts Of Mentimeter-Based Activities On EFL Students’ Engagement In Indonesia. LLT Journal: A Journal on Language and Language Teaching, 24(1), 249–260. https://doi.org/10.24071/llt.v24i1.3025.

Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/jrit-10-2016-0007.

Singh., P., & Prasad Singh, M. (2021). The Role of Teachers in Motivating Students to Learn. LEARN An International Journal of Educational Technology Techno, 11(1), 2021. https://doi.org/10.30954/2231-4105.01.2021.6.

Strømme, T. A., & Mork, S. M. (2021). Students’ conceptual sense-making of animations and static visualizations of protein synthesis: a sociocultural hypothesis explaining why animations may be beneficial for student learning. Research in Science Education, 51(4), 1013–1038. https://doi.org/10.1007/s11165-020-09920-2.

Wichadee, S., & Pattanapichet, F. (2018). Enhancement of Performance and Motivation through Application of Digital Games in an English Language Class. Teaching English with Technology, 18(1), 77–92. https://www.ceeol.com/search/article-detail?id=606509.

Xing, L., Sun, J. M., Jepsen, D., & Zhang, Y. (2021). Supervisor negative feedback and employee motivation to learn: An attribution perspective. Human Relations. https://doi.org/10.1177/00187267211038514.