Survey on effective gamification elements for enhancing junior high students' English proficiency

Authors

  • Umniyah Juman Rosyidah Universitas Negeri Malang
  • Suharyadi Suharyadi Universitas Negeri Malang
  • Fransisca Maria Ivone Universitas Negeri Malang

DOI:

https://doi.org/10.26418/jeltim.v6i2.85882

Keywords:

gamification, gamification elements, English proficiency, junior high school students

Abstract

Gamification is one of the strategies widely applied by junior high school teachers in English language learning within their classrooms. However, the implementation of gamification thus far only focused on incorporating all gamification elements without considering which specific elements have the greatest impact on improving students' English proficiency. To fill this gap, this research is conducted to discover the gamification elements that can optimally increase English proficiency. Using survey method, this research involves 250 respondents from junior high school students in Kota Malang who have an experience in gamification strategies. The results show that gamification elements cannot increase students"™ English proficiency when implemented individually; while all involved gamification elements simultaneously affect the English proficiency. Therefore, to improve English proficiency, teachers should integrate all gamification elements within their instructional strategies. Because of its limitation, future research that involves respondents from different areas and school types needs to be conducted to provide a broader understanding of how these elements perform in various contexts.

Author Biographies

Umniyah Juman Rosyidah, Universitas Negeri Malang

Umniyah Juman Rosyidah specializes in TEFL and ESP. Her specific research interest is related to the technology media used in English Language Teaching and research review in ELT.

Suharyadi Suharyadi, Universitas Negeri Malang

Suharyadi is an English Department lecturer of Universitas Negeri Malang. He pursued his last education in Universitas Negeri Malang with Doctoral English Language and Education program. His research interests are genre pedagogy and teacher professional development.

Fransisca Maria Ivone, Universitas Negeri Malang

Fransisca Maria Ivone is an English Department lecturer of Universitas Negeri Malang. She pursued her doctoral program in Applied Linguistics at University of Queensland. Her research interests include computer-assisted language learning, autonomous learning, and self-access learning.

References

Adams, S. P., & Du Preez, R. (2022). Supporting student engagement through the gamification of learning activities: A design-based research approach. Technology, Knowledge and Learning, 1–20. https://doi.org/10.1007/s10758-021-09500-x

Ahmad, A., Zeshan, F., Khan, M. S., Marriam, R., Ali, A., & Samreen, A. (2020). The impact of gamification on learning outcomes of computer science majors. ACM Transactions on Computing Education (TOCE), 20(2), 1–25. https://doi.org/10.1145/3383456

Akabor, S. (2021). Visibly rewarding learners for academic achievement: The guise of excellence. In Global Directions in Inclusive Education (pp. 119–134). Routledge. https://doi.org/10.4324/9781003091950

Al-Jarrah, H., & Ismail, N. S. B. (2018). Reading comprehension difficulties among EFL learners in higher learning institutions. International Journal of English Linguistics, 8(7), 32–41. https://doi.org/10.5539/ijel.v8n7p32

Al-Sabbagh, A. A.-G. (2023). Enhancing English Language Skills Through Gamification: A Case Study at Umm Al Quwain University. International Journal of Instructional Technology and Educational Studies, 4(3), 29–43. https://doi.org/10.21608/ihites.2023.240979.1163

Al-Zoubi, S. M. (2018). The impact of exposure to English language on language acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151–162. https://www.jallr.com/index.php/JALLR/article/view/851/pdf851

Aziz, A. A., & Kashinathan, S. (2021). ESL learners’ challenges in speaking English in Malaysian classroom. Development, 10(2), 983–991. http://dx.doi.org/10.6007/IJARPED/v10-i2/10355

Bahari, A. (2022). Game-based collaborative vocabulary learning in blended and distance L2 learning. Open Learning, 37(4), 348–369. https://doi.org/10.1080/02680513.2020.1814229

Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322

Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27–30. https://doi/epdf/10.3316/informit.738299924514584

Burston, J. (2014). A survey of MALL curriculum integration: What the published research doesn’t tell. Calico Journal, 31(3), 303–322. https://www.jstor.org/stable/calicojournal.31.3.303

Caballero, L. S., Ferrer, M. M., & Tiria, R. A. (2022). The role of gamification in the academic performance of junior high school students in language subject. International Journal of Scientific Research in Multidisciplinary Studies, 8(3). https://www.isroset.org/pdf_paper_view.php?paper_id=2738&1-ISROSET-IJSRMS-07394.pdf

Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206

Gudoniene, D., Bartkute, R., Rutkauskiene, D., & Blazauskas, T. (2016). Technological aspects of the gamification model for e-learning participant’s engagement. Baltic Journal of Modern Computing, 4(4), 1008–1015. http://dx.doi.org/10.22364/bjmc.2016.4.4.25

Hong, J.-C., Hwang, M.-Y., Tai, K.-H., & Lin, P.-H. (2021). The effects of intrinsic cognitive load and gameplay interest on flow experience reflecting performance progress in a Chinese remote association game. Computer Assisted Language Learning, 34(3), 358–378. https://doi.org/10.1080/09588221.2019.1614068

Inayati, N., & Waloyo, A. A. (2022). The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching. Journal on English as a Foreign Language, 12(2), 249–271. https://doi.org/10.23971/jefl.v12i2.3546

Kaya, G., & Sagnak, H. C. (2022). Gamification in English as second language learning in secondary education aged between 11-18: A systematic review between 2013-2020. International Journal of Game-Based Learning (IJGBL), 12(1), 1–14. https://doi.org/10.4018/IJGBL.294010

Khaleel, F. L., Ashaari, N. S., & Wook, T. S. M. T. (2020). The impact of gamification on students learning engagement. International Journal of Electrical and Computer Engineering, 10(5), 4965. https://doi.org/10.11591/ijece.v10i5.pp4965-4972

Khotimah, E. K., Mujiyanto, D., & Pratama, H. (2022). The Realization of Conversational Implicatures in Listening Comprehension of ‘Longman Preparation Course for the TOEFL Test.’ English Education Journal, 12(4), 498–509. https://doi.org/10.15294/eej.v12i4.58992

Mardhatillah, M., & Suharyadi, S. (2023). Differentiated Instruction: Challenges and Opportunities in EFL Classroom. Journal of English Language Teaching and Linguistics, 8(1), 69–77. http://dx.doi.org/10.21462/jeltl.v8i1.1022

Neumann, H., Padden, N., & McDonough, K. (2019). Beyond English language proficiency scores: Understanding the academic performance of international undergraduate students during the first year of study. Higher Education Research & Development, 38(2), 324–338. https://doi.org/10.1080/07294360.2018.1522621

Panmei, B., & Waluyo, B. (2022). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), 24. https://doi.org/10.3390/educsci13010024

Phillips, D. (2001). Longman Complete Course for the Paper-Based TOEFL Test.

Prado, T. D., Stavropoulos, V., Mueller, K., Sharples, J., & Footitt, T. A. (2021). Internet gaming disorder profiles and their associations with social engagement behaviours. Journal of Psychiatric Research, 138, 393–403. https://doi.org/10.1016/j.jpsychires.2021.04.037

Pratama, A. R., & Scarlatos, L. L. (2020). Ownership and use of mobile devices among adolescents in Indonesia. Journal of Educational Technology Systems, 48(3), 356–384. https://doi.org/10.1177/0047239519886584

Priya, S., Bhadra, S., Chimalakonda, S., & Venigalla, A. S. M. (2024). ML-Quest: a game for introducing machine learning concepts to K-12 students. Interactive Learning Environments, 32(1), 229–244. https://doi.org/10.1080/10494820.2022.2084115

Purnawan, N. A., Padmadewi, N. N., & Budiarta, L. G. R. (2022). The Effect of Online Gamification Quiz Application on Vocabulary Mastery for Young English Learners. Jurnal Inovasi Dan Teknologi Pembelajaran (JINOTEP): Kajian Dan Riset Dalam Teknologi Pembelajaran, 9(1), 33–43. https://dx.doi.org/10.17977/um031v9i12022p033

Puspitasari, W. D., & Febrinita, F. (2021). Pengujian Validasi Isi (Content Validity) Angket Persepsi Mahasiswa terhadap Pembelajaran Daring Matakuliah Matematika Komputasi. Journal Focus Action of Research Mathematic (Factor M), 4(1), 77–90. https://doi.org/10.30762/factor_m.v4i1.3254

Raharjo, S. D. (2020). Students’ Perception: Assessing English Competence in TOEFL As a Standardized English Language Proficiency Test in Indonesian’s Higher Education. Intensive Journal, 3(2), 40–48. http://dx.doi.org/10.31602/intensive.v3i2.3743

Rahmani, E. F. (2020). The Benefits of Gamification in the English Learning Context. IJEE (Indonesian Journal of English Education), 7(1), 32–47. https://doi.org/10.15408/ijee.v7i1.17054

Redjeki, I. S., & Muhajir, R. (2021). Gamification in EFL classroom to support teaching and learning in 21st century. JEES (Journal of English Educators Society), 6(1), 68–78. https://doi.org/10.21070/jees.v6i1.882

Rosyidah, U. J., Laksmi, E. D., & Anugerahwati, M. (2023). Gamification in Duolingo App on Improving English Listening Proficiency of Junior High School Students. ENGLISH FRANCA: Academic Journal of English Language and Education, 7(1), 119–132. https://doi.org/10.29240/ef.v7i1.5377

Tranmer, M., Murphy, J., Elliot, M., & Pampaka, M. (2020). Multiple Linear Regression (2nd Edition). The Cathie Marsh Centre for Census and Survey Research (CCSR), 5(5), 1–5. https://hummedia.manchester.ac.uk/institutes/cmist/a%0Archive-publications/working-papers/2020/2020-1-%0Amultiple-linear-regression.pdf

Wahyuningsih, S., & Afandi, M. (2020). Investigating English Speaking Problems: Implications for Speaking Curriculum Development in Indonesia. European Journal of Educational Research, 9(3), 967–977. https://doi.org/10.12973/eu-jer.9.3.967

Wulantari, N. P., Rachman, A., Sari, M. N., Uktolseja, L. J., & Rofi’i, A. (2023). The Role Of Gamification In English Language Teaching: A Literature Review. Journal on Education, 6(1), 2847–2856. https://doi.org/10.31004/joe.v6i1.3328

Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522–546. https://doi.org/10.1177/0735633120969214

Yuan, C. (2020). The Influence of Affective Factors and Cognitive Engagement on Students’ English Proficiency. Journal of Language Teaching & Research, 11(4). https://doi.org/10.17507/jltr.1104.16

Downloads

Published

2024-12-17

Issue

Vol. 6 No. 2 (2024): October 2024

Section

Articles

License

Authors retain copyright and grant the journal the right to publish the work, which is simultaneously made available under the Creative Commons Attribution 4.0 International (CC BY 4.0) licence: https://creativecommons.org/licenses/by/4.0/