Students' perception toward gamification applied in English language classroom

Abstract

This study aims to find out the students' perception toward gamification applied on English language Classroom. Gamification emerged as an innovation in classroom teaching. The basic concept is to incorporate game elements into teaching, taking advantage of students' interest in games that can be used for the purposes of the teaching process. This study is conducted since there is still limited research that is conducted in Indonesia which analyses the students' perception toward the gamification utilization. This research used qualitative methods as a way to present research results from data collected. Data from this study were collected using two methods, namely online questionnaires, and interviews. This research shared questionnaires to 30 students. The questionnaire was a Likert-style close-ended question. From the research conducted, it was found that the majority of students' perceptions of gamification used in English classes was positive. The students believed that gamification was effective and fun to bring to classroom learning. This teaching method allows students to engage more in-class activities, reduces boredom because it creates a learning atmosphere, and increases learning motivation without disturbing the understanding of the material obtained by students.

Gamification – tools for learning foreign languages

“…In an ideal one, a teacher is ready and 100% motivated to give their best and students are 100% interested, eager to listen and understand, they are focused and do everything they are told. In reality, though, there are many factors that influence the whole process [13].…”

Opresión o liberación: Las salas de escape como herramienta de motivación en el aula universitaria de AICLE en historia

“…Carrión Candel et al's (2021) paper concludes that motivation and student performance improved in the music classroom. The advantages of gamification have also been tested in the EFL classroom to encourage participation and language production (Putra & Priyatmojo, 2021).…”

A Mixed-Method Research on the Effectiveness of Using Gamification Elements in an Online English Course

“…In the study on gamification in language classes, Stocker (2020) reached data supporting that gamification increased students' autonomy, competence, and emotional and behavioral engagement. Putra and Priyatmojo (2021) found that students had positive feelings towards gamification elements in foreign language classes , decreasing boredom and creating a fun environment. This popularity of gamification in learning and teaching is due to the apparent change between the generations.…”

“…After admitting the relationship between Gen Z and their specific need for technology in classrooms, this study aims at determining the effectiveness of gamification applications and LMS use (to support game-like tasks) in online 5 th -grade English lessons. Studies in the literature support the positive effects of gamification in foreign language lessons in face-to-face classrooms (Kayseroğlu & Samur, 2018;Stocker, 2020;Putra & Priyatmojo, 2021;Veljković Michos, 2017). Few studies investigate gamification in English classes during emergency remote teaching (ERT).…”