ABSTRACT
Rahmawati, Natalia Desi. 2016. Designing a Set of Supplementary Listening Materials Using Gamification in the Intermediate Listening Class. English Language Education Study Program, Department of Language and Arts, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
This study aims to develop supplementary listening materials using gamification in the Intermediate Listening Class. In this study, there is one research problem formulated: what does a set of supplementary listening materials using gamification for the Intermediate Listening Class of the English Language Education Study Program look like?
In order to answer the research problem, the researcher used Research and Development method proposed by Borg and Gall. There are five steps applied in this study, namely research and information collecting, planning, development of preliminary form of product, preliminary field testing, and main product revision. The materials were designed based on the topics, skills, and students’ characteristics.
In this study, two lecturers and ten students evaluated the designed materials. From the results of the evaluation in preliminary field testing, the materials designed were already appropriate. However, the designed materials needed revision and improvement. The revision of the designed materials was based on the experts and users feedbacks.
The final version of the designed materials consist of four topics namely Mobile Phones, Milestones in Technology, Dessert from the Desert, and Pheromones. Each topic contains listening materials, quizzes, and assignments. The designed materials are provided in free and easy website called Edmodo. The materials are designed based on the syllabus of the Intermediate Listening Class. Thus, it is expected that the designed materials can improve student engagement to learn English especially listening skill.
ABSTRAK
Rahmawati, Natalia Desi. 2016. Designing a Set of Supplementary Listening Materials Using Gamification in the Intermediate Listening Class. Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.
Skripsi ini bertujuan untuk mengembangkan materi tambahan menyimak menggunakan gamification di kelas Intermediate Listening. Pada skripsi ini, ada satu permasalahan yang dirumuskan yaitu bagaimanakah bentuk materi tambahan menyimak menggunakan gamification untuk kelas Intermediate Listening di Program Studi Pendidikan Bahasa Inggris.
Untuk menjawab permasalahan, peneliti menggunakan metode penelitian dan pengembangan yang dirancang oleh Borg dan Gall. Ada lima langkah yang diaplikasikan pada skripsi ini, yaitu penilitian dan pengumpulan informasi, perencanaan, pengembangan produk, pengujian awal di lapangan, dan perbaikan produk.
Pada skripsi ini, ada dua dosen dan sepuluh siswa yang mengevaluasi materi yang dirancang. Hasil dari evaluasi yang dilakukan pada pengujian awal di lapangan telah sesuai. Akan tetapi, materi yang dirancang masih membutuhkan revisi dan pengembangan. Materi yang dirancang direvisi berdasarkan saran yang diberikan ahli dan pengguna.
Hasil akhir dari materi yang dirancang terdiri dari empat topik, yaitu Mobile Phones, Milestones in Technology, Dessert from the Desert, dan Pheromones. Setiap topik berisi materi menyimak, kuis, dan tugas. Materi yang dirancang tersedia di situs yang gratis dan mudah bernama Edmodo. Materi ini dirancang berdasarkan silabus dari kelas Intermedate Listening. Dengan demikian, diharapkan bahwa materi yang dirancang dapat meningkatkan ketertarikan siswa untuk belajar bahasa Inggris khususnya menyimak.
i
DESIGNING A SET OF SUPPLEMENTARY
LISTENING MATERIALS USING GAMIFICATION IN
THE INTERMEDIATE LISTENING CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Natalia Desi Rahmawati 121214163
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi ABSTRACT
Rahmawati, Natalia Desi. 2016. Designing a Set of Supplementary Listening Materials Using Gamification in the Intermediate Listening Class. English Language Education Study Program, Department of Language and Arts, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
This study aims to develop supplementary listening materials using gamification in the Intermediate Listening Class. In this study, there is one research problem formulated: what does a set of supplementary listening materials using gamification for the Intermediate Listening Class of the English Language Education Study Program look like?
In order to answer the research problem, the researcher used Research and Development method proposed by Borg and Gall. There are five steps applied in this study, namely research and information collecting, planning, development of preliminary form of product, preliminary field testing, and main product revision. The materials were designed based on the topics, skills, and students’ characteristics.
In this study, two lecturers and ten students evaluated the designed materials. From the results of the evaluation in preliminary field testing, the materials designed were already appropriate. However, the designed materials needed revision and improvement. The revision of the designed materials was based on the experts and users feedbacks.
The final version of the designed materials consist of four topics namely Mobile Phones, Milestones in Technology, Dessert from the Desert, and Pheromones. Each topic contains listening materials, quizzes, and assignments. The designed materials are provided in free and easy website called Edmodo. The materials are designed based on the syllabus of the Intermediate Listening Class. Thus, it is expected that the designed materials can improve student engagement to learn English especially listening skill.
vii ABSTRAK
Rahmawati, Natalia Desi. 2016. Designing a Set of Supplementary Listening Materials Using Gamification in the Intermediate Listening Class. Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.
Skripsi ini bertujuan untuk mengembangkan materi tambahan menyimak menggunakan gamification di kelas Intermediate Listening. Pada skripsi ini, ada satu permasalahan yang dirumuskan yaitu bagaimanakah bentuk materi tambahan menyimak menggunakan gamification untuk kelas Intermediate Listening di Program Studi Pendidikan Bahasa Inggris.
Untuk menjawab permasalahan, peneliti menggunakan metode penelitian dan pengembangan yang dirancang oleh Borg dan Gall. Ada lima langkah yang diaplikasikan pada skripsi ini, yaitu penilitian dan pengumpulan informasi, perencanaan, pengembangan produk, pengujian awal di lapangan, dan perbaikan produk.
Pada skripsi ini, ada dua dosen dan sepuluh siswa yang mengevaluasi materi yang dirancang. Hasil dari evaluasi yang dilakukan pada pengujian awal di lapangan telah sesuai. Akan tetapi, materi yang dirancang masih membutuhkan revisi dan pengembangan. Materi yang dirancang direvisi berdasarkan saran yang diberikan ahli dan pengguna.
Hasil akhir dari materi yang dirancang terdiri dari empat topik, yaitu Mobile Phones, Milestones in Technology, Dessert from the Desert, dan Pheromones. Setiap topik berisi materi menyimak, kuis, dan tugas. Materi yang dirancang tersedia di situs yang gratis dan mudah bernama Edmodo. Materi ini dirancang berdasarkan silabus dari kelas Intermedate Listening. Dengan demikian, diharapkan bahwa materi yang dirancang dapat meningkatkan ketertarikan siswa untuk belajar bahasa Inggris khususnya menyimak.
viii
ACKNOWLEDGEMENTS
First, I would like to express my gratitude to Jesus Christ for His guidance and blessings so that I was able to finish my thesis. He always makes everything possible to achieve.
Next, I would like to thank my advisor, Fidelis Chosa Kastuhandani, M.Hum., for his willingness to share his experience and his knowledge. He gave me his valuable supports, suggestions, and criticism to my thesis. I am very grateful to have Patricia Angelina, M. Hum., and Agustinus Hardi Prasetyo S.Pd., M.A. for their willingness to evaluate my designed materials.
I also thank the students of Intermediate Listening Class especially Class B and Class E who helped me in the process of designing the supplementary material. I thank them for their honesty to give comments and suggestions on my designed material.
I would like to thank my academic advisor, Laurentia Sumarni, S.Pd., M.Trans.St., for her willingness to support and share her knowledge. I deeply thank to all the lecturers of the English Language Education Study Program of Sanata Dharma University for their guidance and knowledge that they shared in the past four years. I also thank Mbak Danik for her service during my study.
ix
Berlindis Lasar, Lukas Henggara N and Mbak Desca. They contributed a lot in proofreading my thesis. In addition, I warmly thank all of my friends in the same advisory who shared their knowledge and experience in order to support others.
I am deeply grateful for having my family: Simbah Kakung, Simbah Putri, Simbah Buyut, Mbah Wo, Lik Tri, and Lik Suryati for their abundant support. I also thank my best friends: Ona, Widya, Raras, Ivana, Ian, David, Dita, Nanda, Regina, and Cindra for their precious friendship. My thankfulness also goes to Rubenz Kefas Marantica Sungkar, who patiently listens to my complaint during the process of finishing this thesis. His endless support and care is really helpful for me.
Last, I dedicate this thesis to Yohanes Subagyo and Dwi Lestari, my beloved parents, for their unrelenting support and love. I thank them for giving me their irreplaceable advice which inspires me to be strong in every condition at life. I am also very thankful to my beloved sister, Ephiphania Renata Subagyo, for her support and spirit.
Sincerely,
x
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
CHAPTER I: INTRODUCTION A. Research Background ... 1
B. Research Problem ... 3
C. Problem Limitation ... 3
D. Research Objectives ... 4
E. Research Benefits ... 4
F. Definition of Terms ... 5
1. Supplementary Listening Material ... 5
xi
3. Intermediate Listening Class ... 6
CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Review ... 7
1. Technology-Based Learning (TBL) ... 7
a. Benefits of TBL... 8
b. Challenges of TBL ... 9
c. Methodologies and Tools of TBL ... 10
2. Gamification ... 11
a. Beliefs about Gamification ... 11
b. Game Elements ... 14
c. Type of Users ... 17
d. Accessible Technology to Make Gamification ... 19
3. Listening Skill ... 22
a. Beliefs about Listening Skill ... 22
b. The Process of Listening ... 23
c. Types of Listening Technique ... 24
d. Listening in ELESP ... 25
4. Students’ Motivation ... 27
a. Intrinsic Motivation ... 27
b. Extrinsic Motivation ... 28
xii
CHAPTER III: RESEARCH METHODOLOGY
A. Research Method ... 31
1. Research and Information Collecting ... 33
2. Planning ... 34
3. Development of Preliminary Form of Product ... 34
4. Preliminary Field Testing ... 35
5. Main Product Revision ... 35
B. Research Setting ... 36
C. Research Participants ... 36
1. Research and Information Collecting Participants ... 37
2. Preliminary Field Testing Participants ... 37
D. Research Instruments ... 38
1. Instrument of Research and Information Collecting ... 38
2. Instrument of Preliminary Field Testing ... 39
E. Data Analysis Technique ... 40
CHAPTER IV: RESEARCH RESULT AND DISCUSSION A. Research and Information Collecting ... 43
1. The Syllabus of Intermediate Listening Class ... 43
2. The Result of The Interview ... 45
3. The Result of Classroom Observation ... 49
B. Planning ... 52
xiii
2. Stating Objectives ... 53
3. Determining Course Sequence ... 55
4. Small Scale Feasibility Testing ... 57
C. Developing Preliminary Form of Product ... 58
D. Preliminary Field Testing ... 63
E. Main Product Revision ... 67
F. The Final Version of the Designed Materials ... 69
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 71
B. Recommendations ... 72
REFERENCES ... 74
xiv
LIST OF TABLES
Table Page
2.1 Levels of Game Design Elements………. 15
2.2 Kapp’s Seven Types of Knowledge, Gamification Elements, and Examples of Each Type ……… 16
2.3 Listening Cycle ………... 23
3.1 Borg & Gall Steps Scheme ………... 32
3.2 Research Scheme (Modified from Borg & Gall) ………. 33
3.3 Degree of Agreement ………... 41
3.4 The Result of Questionnaire (blank) ……… 41
4.1 Syllabus of the Intermediate Listening Class ………. 52
4.2 Goals of Gamification ……….. 54
4.3 The Learning Topics of the Materials ……….. 56
4.4 List of Topics and Skills in Each Meeting ……… 56
xv
LIST OF FIGURES
Figure Page
4.1 Screenshot Folders in the Edmodo Library……… 59
4.2 Screenshot Sub-Folder in the Edmodo Library………59
4.3 Screenshot Quiz in Edmodo ………60
4.4 Screenshot Assignments in Edmodo ………..61
xvi
LIST OF APPENDICES
Appendix Page
Appendix A: Questionnaire for Expert Validation and User Validation ... 78
Appendix B: The Result of Questionnaire for Expert Validation and User Validation ... 83
Appendix C: Lesson Plan ... 87
Appendix D: The Final Version of the Designed Materials ... 91
Appendix E: Printed Materials ... 100
1 CHAPTER I INTRODUCTION
This chapter presents the background information related to the reason why this research is conducted. There are six sections in this chapter namely, research background, research problem, problem limitation, research objectives, research benefits and definition of terms.
A. Research Background
The development of the technology grows rapidly along the engulfment of globalization. The rapid progress of technology gives impacts in every aspect of human life, for instance industry, business, education, etc. In the education field, technology develops quickly. Technology has been used by the educators to provide students with the information related to the materials. In addition, educators wield technology to build fun atmosphere in class for learning. It includes fast and personal feedbacks for students’ assignments, encourages student to get involved in the learning activities, and increases students’ motivation to learn by using various teaching and learning media. Hence, technology has a significant role in the education field.
loyalty, brand awareness, and effective marketing engagement” like Foursquare,
Stack Overflow, and NikeID. However, other researchers (Deterding, S., Sicart, M., Nacke, L., O’Hara, K., and Dixon, D., 2011; Kim, 2015; Muntean, 2011) argue that gamification can be used in the educational field. Therefore, there must be a proper gamification design which can help educators to maintain learning activities.
In addition, the researcher uses gamification in order to develop listening materials. Therefore, the researcher should understood listening process in detail. Listening skill is one of the basic language skills which must be mastered by students. This skill is the first skill that should be learned before learning other skills. Brownell (as cited in Nugraheny, 2014) says that listening is the first thing learntbefore other skills such as speaking, reading, and writing. Therefore, when the children master the listening skill, the other skills will improve in time. Krashen and Terell (1983) also state that “listening is very important and it is viewed as the basic skill that will allow speaking, reading, and writing to develop spontaneously over time, given the right conditions.” It means that listening skill should be learnt since the early age.
In 2013, Tyagi also reveals that listening skill is “a combination of hearing what another person says and psychological involvement with the person who is
talking.” In addition, this skill also requires high concentration and understanding
is also one of the basic skills in the English language learning. It is so because listening skill is needed to help students communicate and build a relation with other people. Therefore, listening skill becomes one of the basic courses in the English Language Study Program (ELESP). In the ELESP, listening courses are divided into four courses; those are Basic Listening, Intermediate Listening, Critical Listening and Speaking 1 and Critical Listening and Speaking 2. However, this study will only focus on the Intermediate Listening Class which goal is “to give students practice listening to various kinds of discourses for post -elementary to pre-intermediate level” (Buku Panduan Akademik, 2012).
B. Research Problem
The study is expected to answer the research problem. The research problem is
“What does a set of supplementary listening materials using gamification for the
Intermediate Listening Class in the English Language Education Study Program look like?”
C. Problem Limitation
D. Research Objectives
The objective of this study is to present appropriate English supplementary listening materials using gamification for the Intermediate Listening Class of the English Language Education Study Program.
E. Research Benefits
This study is intended to give benefits for the students of the Intermediate Listening Class of the ELESP. It also gives benefits for the lecturer of the Intermediate Listening Class and future researcher. The benefits are described in the following paragraphs.
1. The Students of the Intermediate Listening Class of the English Language Education Study Program
This study aims to present a set of supplementary listening materials using gamification for the Intermediate Listening Class students in the English Language Education Study Program. Students can practice their listening skill by themselves outside the class by using the materials. The students’ listening ability also can be improved by doing continuous practices.
2. The Lecturers of the Intermediate Listening Class of the English Language Education Study Program
skill using gamification and control students’ improvement through the designed material. Therefore, it is possible for the lecturers to develop another material using gamification.
3. The Future Researchers
This study provides useful information for future researcher who will conduct the studies on the same topic. They can discuss the information provided in this study to support their topic. On the other hand, they can also implement the designed materials to see whether the materials are effective or not.
F. Definition of Terms
In this study, the researcher uses some terms which will be explained in this section. Those terms are supplementary listening materials, gamification, and Intermediate Listening Class. The explanation of those terms is discussed in the following paragraphs.
1. Supplementary Listening Materials
to evaluate the students learning process. In this study, the researcher develops a set of supplementary listening materials for the Intermediate Listening Class.
2. Gamification
Gamification is the use of game thinking and game mechanics in non-game field. It will make “learning and instruction more fun” (Sheldon, 2011; Hamari, J., Koivisto, J., & Sarsa, H, 2014). In this study, the researcher uses gamification as a media used in the supplementary listening materials for the Intermediate Listening Class.
3. Intermediate Listening Class
7 CHAPTER II LITERATURE REVIEW
In this chapter, the researcher presents the theories which are used in conducting this research. This chapter consists of two parts. The first part is the Theoretical Review and the second part is the Theoretical Framework.
A. Theoretical Review
In this section, the researcher discusses the theories which are relevant to this study. There are the technology-based learning (TBL), gamification, listening skill, and students‟ motivation.
1. Technology-Based Learning (TBL)
According to Social Policy Research Associates (SPRA, n.d.), technology-based learning (TBL) in the early 21st century is “transforming the way people
learn at a time when two powerful trends converge.” Those two powerful trends
are “the rapid acceleration of technological change and the demands that this
change places on education and workforce training” (SPRA, n.d.). Because of the
TBL also have other terms for instance online learning, web-based learning, and computer-based learning. In this case, TBL is the same with e-learning. Because of TBL encompasses other learning method, TBL becomes the umbrella term of multiple delivery modes and methods (SPRA, n.d.). Moreover, TBL can be synchronous and asynchronous. Synchronous means the material is delivered when the instructors and learners meet in the specific time in a physical or virtual meeting. Meanwhile, asynchronous means the learning process does not occur at a specific time and is not linked to a specific learning event. It allows learner to begin the course when they are ready and the progress of their learning will be based on their own time and ability.
a. The Benefits of TBL
TBL have numerous benefits in comparison with face-to-face learning. According to SPRA (n.d.) there are four primary benefits of TBL. First of all, the excellence of TBL is its accessibility. In this case, TBL facilitates learners anytime and anywhere. Therefore, learners do not need to wait until the beginning of the semester. This is also flexible for those who have many to-do schedules. They can manage their time which can be day or night to fulfill the requirements of a course. TBL helps learners who have problem with transportation. In fact, for
learners with a laptop, “TBL can be access from anywhere in the world where
there is Internet access” (Twigg, 1995).
their own pace. In this case, the learner will not be considered in the same level of understanding and they need to improve themselves using match learning material and activities. Then, TBL is full of scalability which means that TBL can accommodate larger learners with little costs. It is helpful for learners with financial barriers. In addition, there is no classroom limitation in TBL, but
“modern learning management system (LMS) allows the management learning
outcomes for large number of students” (SPRA, n.d.).
The last benefit of TBL is timely dissemination of up-to-date information.
TBL can be “centrally developed and centrally updated whenever the need arises”
(SPRA, n.d.). TBL is much more manageable in relation with the costs of replacing outdated course materials or retraining teachers or instructors. By using TBL, teachers and instructors can use updated materials which are based on the need of the learners easily.
b. The Challenge of TBL
Furthermore, social loafing also becomes one of the challenges of TBL. TBL causes social loafing because the learners are provided with many materials which are suitable to their needs. It makes the learners feel that they are not monitored by their instructors or their peers. However, it can be reduced by asking every learner‟s contributions in a group discussions or requiring periodic deadlines of an assignments.
Attrition rates also become the challenges of TBL. It happens because of the social loafing; the attrition rates are also affected. The attrition rates on the TBL course are higher than face-to-face classroom course. According to Murray (2001), the dropout rates among TBL students frequently reach 50 percent to 80 percent. However, TBL still faces other challenges except the three challenges explained above.
c. Methodologies and Tools of TBL
In this section, the researcher discusses the methodologies and tools which
are commonly used in TBL. According to SPRA (n.d.), “TBL uses a series of
In this study, the researcher discusses one of the methodologies and tools that are provided by TBL. The researcher chooses gaming as the methodologies and tools from TBL. Advanced Distributed Learning (2005) have described that:
Gaming involves more complex simulations with formal rules in which players engage in artificial conflict with variable and quantifiable outcomes and both game play and learning objectives, a narrative which provide cues, context and relevance for the activities, and a simulation which represents the learning space to support the activities and narratives.
From the explanation above, gaming can be used for teaching and learning because it can be based on the context and relevance of the learning activities. It also gives a support for the learning activities in TBL program.
2. Gamification
This section is divided into four parts. There are beliefs about gamification, game elements, type of users, and accessible technology to make gamification. Those aspects will be elaborated in the following paragraphs.
a. Beliefs about Gamification
Research by some researchers have yielded new findings that
“gamification is not about turning the classes into a game; although the
gamification technique is not truly an academic methodology, it may improve the
performance of students in the learning process” (Xu, 2012). Bohyun Kim (2015)
Gamification and educational games have the same goals but different process. Educational games are complete games with serious intentions. It also requires many resources because educational game is the simulator of the material of education.
Gamification of learning is not identical to educational games since the latter are full-fledged games while the former is only a lightweight application that applies game elements to the learning context. However, both the gamification and the educational learning share the same process of gamifying learning elements to achieve the goals (p. 29).
In addition to the previous researcher, Deterding et al (2011) stated that gamification is not making or using game in the learning process but
“gamification is the use of game-play mechanics for non-game applications.” In
2013, Muntean noted that “the game-play mechanics are a set of rules and
feedback loops that create the game play” which is used for non-game applications or activities. Therefore, gamification only uses the technique or mechanics of the game itself to achieve the goals of non-game activities such as education, economics, health, ecology, etc.
In the education field, many researchers found that gamification is useful
for the learning process and it makes “learning and instruction more fun”
(Sheldon, 2011; Hamari et al, 2014). Moreover, Lee and Hammer (2011) also state that the definition of gamification but they add that “gamification use game
dynamics and frameworks to promote behaviors.” In other words, gamification
has a great impact for the user‟s behaviors. Kapp (2011) added that “the
gamification of learning and instruction like time, accuracy, point systems integrated on the learning process will encourage users to achieve their desired
goals” that is called the education goals. Flatla, D., Gutwin, C., Nacke, L.,
the engagement of users by using game-like technique such as scoreboard and
personalized fast feedback” because it encourages students to get involved in the
learning process. Hence, gamification is efficient for learning “in order to make
the content more attractive and engage the user” (Muntean, 2013).
Gamification is reputed as a new way to attract students‟ engagement and motivation. However, there are also some critiques which need to be noticed.
Bogost (2011) argued that “gamification can become „exploitationware‟ with
counterfeit rather than genuine incentives” in order to motivate students to get
involved in the learning process. In addition, Rughinis (2013) revealed that
gamification of education can be exploitative “if it becomes an excuse for a
simplistic inadequate design of learning.” In this case, Kim (2015) found the most
critique about gamification which revolves around is “the concepts of external
reward and intrinsic motivation.” He also said that “it seems natural to assume
that what motivates people to engage in any gamified application is almost always extrinsic motivation” which means that the reason behind the action is not the action itself but something else.
Therefore, the designer of gamification should “apply gamification wisely,
thoughtfully, and selectively with a clear goal” and also understand “the target
audience, the nature of target activity, the gamified learning content; and
appropriate and effective rewards for the intended context” in order to solve
be applied on the learning activities without any digital technology. It will happen
if the learning process uses the game elements to attract students‟ attention and
motivation.
b. Game Elements
By knowing the definition about gamification, the researcher examines game elements which are important in designing gamification. There are lots of game elements which are discovered by many researchers (Deterding et al., 2011; Juul, 2005; Reeves & Read, 2009). According to Reeves and Read (2009), there are ten ingredients of great games. There are “self-presentation with avatars; three-dimensional environment; narrative context; feedback; reputations, ranks, and levels; market places and economies; competition under rules that are explicit and enforced; teams; parallel communication systems that can be easily configured; time pressure.”
Table 2.1 Levels of Game Design Elements
Game models Conceptual models of the components of games or game experience
MDA; challenge, fantasy, curiosity; game design atoms; CEGE
Game design methods Game design-specific practices and processes
Playtesting, playcentric design, value conscious game design
In addition to the game elements, there are lots of researchers who stated their discoveries. They have different focus in their discoveries. Some of them focus on game elements which can be used in education field. In 2015, Bohyun Kim
suggested that “an instructor gamifies part of or all homework for a class with a
leaderboard, points, teams, challenges, missions, and badges.” In addition to
Kim‟s suggestion, Kapp (2012) also describes “seven types of knowledge, along
Table 2.2 Kapp’s Seven Types of Knowledge, Gamification Elements, And Examples of Each Type (Kim, 2015, p.31)
Types of Knowledge Gamification
Soft Skills Social Simulator Leadership Simulation Affective Knowledge Immersion,
becoming a good game. A game should offer “continuous challenge, interesting
storylines, flexibility (more than one way to win), useful rewards, and a
combination of fun and realism” (“Good Game”, n.d.).However, it seems that the
gamification elements are closer to a type of game than game elements or game mechanics itself.
Deterding et al. (2011) suggested that “game elements” should be treated
“as a set of building blocks or features shared by games.” They also restrict “the
in most (but not necessarily all) games, readily associated with games, and found
to play a significant role in gameplay.”
c. Type of Users
Before designing the gamification, the researcher or designer should know the characteristics of the target group. It will help researcher to create an appropriate
gamification design. Kim (2015) revealed that “in the context of education,
thinking about these different types of users and their motivation in relation to
different learning styles can also be beneficial.” Therefore in 2015, Kim described
that there are some classifications of game users or players like “Bartle classification and Marczewski gamification user types.” In this case, Bartle classified players in the MUD (Multi-User Dungeon, it is an adventure game played through real-time interaction with other players in a virtual world described only in text) games into four types (as cited in Kim, 2015).
The first type is achievers which “regard point-gathering and rising in levels
as their main goal.” This type pays more attention on how to get many points and
higher levels while playing any game or gamified application. Nowadays, many game players or users are in this type. Then, the second type is explorers which
“delight when the game reveals its internal machinations.” Bartle also said that the
user in this type “try progressively esoteric actions in wild, out-of-the-way places,
looking for interesting features and figuring out how things work.” Users in this
They try to explore many different ways in order to win the game. They will also try every feature which is provided on the game.
Third, socialisers type are “interested in people, and what they have to say.”
Player or user in this type thinks that “the game is merely a backdrop, a common
ground where things happen to players.” Bartle also states that “inter-player
relationships are important: empathizing with people, sympathizing, joking, entertaining, listening; even merely observing people play can be rewarding –
seeing them grow as individuals, maturing over time.” Therefore, players or users
in this type are not really obsessed with winning like the two types before. They like to be connected to other players or users and make interaction with others.
The last type is killers which “get their kicks from imposing themselves on (and
causing distress to) others.” This type is different from achievers, explorers, and
socialisers. Players or users in this type need higher motivation and understanding because they intend to make a trouble for other people.
In 2013, Wohn and Lee stated that “Bartle‟s player types have served as a
general framework for other game researchers and a guideline for game designers even though they specific to MUD-type games” (as cited in Kim, 2015). On the other hand, Marczewski also have the gamification user types. In this case,
Marczewski modifies Bartle‟s player types to fit the context of gamification (Kim,
2015). However, the main difference between those two classifications according
to Marczewski (2013) is that “the latter accommodates the fact that unlike games
whose players always want to play, gamification will have two different types of
(as cited in Kim, 2015). Thus, the types of players or users are depends on user‟s
motivation.
Therefore Marczewski stated five types of gamification users. The first type is player who is motivated by extrinsic rewards. They will play the game because they will get points, scores, and other rewards. The second type is socialisers who are motivated by relatedness. This type is almost the same with Bartle‟s classification. The third type is free spirit who is motivated by autonomy. They play the game because they want to play. Thus, they are not obsessed with points or higher levels. The fourth type is achievers who are motivated by mastery. Although the name is the same with Bartle‟s classification but their motivation is different. The last is philanthropist who is motivated by purpose. The users or players in this type are more motivated because they have their goals when they play the game.
Kim (2015) stated that the explanation about the type of users is theoretical abstractions. However, those classifications are useful guide for other researchers
“in understanding how different motivations are involved in gamification and how
a gamified application can be design” to attract users with different motivation background (Kim, 2015).
d. Accessible Technology to Make Gamification
Creating game for learning is not easy, but gamified learning is “a simpler yet
still efficient” (Muntean, 2011). The reason is that making serious game requires
gamification sites which are successful. According to Muntean (2011) there are several successful gamification examples which are useful for many aspects like ZeroEmission from Nissan for ecological field, Nike ID from Nike for e-commerce purpose, and Kobo Reading Life whichis try to gamify reading. In 2014, Bruder found that there are some game maker resources which can be used to help educators to make gamification in order to facilitate their learning activity. In this part, the researcher discusses about the gamification makers which are easy to use by beginner. The first is Sploder (www.sploder.com). According to
Bruder (2014) “it is a free and user-friendly game creator. This site can
(http://worldgeography-games.com). This is a complex site which usually used for making a game play about countries, capitals, flags, Earth, etc.
Furthermore, there are other gamification platforms which are in a form of website. The researcher discusses about some website which are easy to use and provide interesting layout. The first website is Edmodo (edmodo.com). It is e-learning website which provides gamification features in its program. Edmodo provides online quizzes, grading, badges, and progress bar. In addition, teachers can upload the learning materials and provide some useful links. Edmodo usually used by teacher, student, and also parents. Edmodo is easy and free to use but, the layout of Edmodo is not really good.
The second website is Elucidat (elucidate.com). Elucidat is same as Edmodo which is used as e-learning website but it has more complex settings. Elucidat also provides gamification features like badges, points, online quizzes, grading, and leader board. In some aspects, Elucidat is complete and interesting website to learn. However, it is free just for 15 days which means trial.
3. Listening Skill
In this section, the researcher discusses about the listening skill. This section is divided into four parts. There are beliefs about listening skill, the process of listening, type of listening technique, and teaching listening. Those aspects will be explained in the following paragraphs.
a. Belief about Listening Skill
Listening is one of four important skills in language learning. According to Brownell (1996: 6), listening is learnt first before other skills such as speaking, reading, and writing. Therefore, listening skill should be mastered in order to improve other language skills. In 1983, Brown and Yule also state that “listening skill is a demanding process, not only because of the complexity of the process itself, but also due to factors that characterize the listener, the speaker, the content
of the message, and any visual support that accompanies the message” (as cited in
Nugraheny, 2014).
continuously in order to improve the listening skills. By mastering those key components, the learner can be indicated that they have mastered the skill.
b. The Process of Listening
In listening skill, there are listening processes which are occur in five stages like hearing, understanding, remembering, evaluating, and responding. In 2013, Tyagi provides a cycle about the process of listening. The cycle of the process of listening is presented below.
Table 2.3 Listening Cycle (Tyagi, 2013, p.2)
These processes happen when someone listens to the speaker or the sender. People will hear the sound that the speaker gives and hearing is the response of the sensory receptor of the ear caused by the sound waves. Then, human brain will
analyze the sound and transmit it into the meaningful message to understand. This process is called understanding. In listening, remembering is one of the important processes. If someone remembers what they hear and understand the message, it
means that the interpreted message has added into the mind‟s storage bank or the
memory. The next process is the evaluating process. Tyagi (2013) stated that only active listeners participate in this stage while listening. At this point the active listeners will sort opinions and facts, determine absence and presence of bias or prejudice in message, etc. The last process is responding which requires the receivers or the listeners verbal or non-verbal feedback from what they are listened.
c. Types of Listening Technique
According to Goh (2002) there are two kinds of listening technique that is usually used to learn listening skill. Those steps are top-down technique and bottom-up technique. The steps are elaborated in the following paragraphs.
1. Top-down technique
The first technique is top-down technique. Top-down listening refers to the
use of students‟ background knowledge before they listen to the sounds. It aims to
2. Bottom-up technique
The second technique is bottom-up technique. Goh (2002) stated that bottom-up listening refers to a process by which sounds are used to build up increasingly larger units of information, for instance words, phrase, clauses, and sentences before the aural input is understood (as cited in Nugraheny, 2014). In this technique, the students should pay attention to the detail information in order to have the description of the whole listening passage. Therefore, at the end of the listening practice the students should conclude the main idea of what they have heard.
d. Listening in ELESP
In the ELESP, listening is one of the basic skills which are learnt from the first semester to the fourth semester. The listening courseis divided into four courses, namely Basic Listening, Intermediate Listening, Critical Listening and Speaking I, and Critical Listening and Speaking II. In the first semester, students take Basic Listening course which is used “to introduce students to recognize
meaningful English sounds and elements” (Buku Panduan Akademik, 2012). This
course provides students with various short discourses for elementary level to
improve students‟ listening skill. The purpose of this course is students are able
“to employ strategic skills to recognize meaningful English sounds and elements
and to employ strategic skills to comprehend simple utterances” (Buku Panduan
In the second semester, ELESP provides Intermediate Listening course for the students. By taking this course, it means that students have passed the prerequisite course that is Basic Listening course. This course provides studentswith “various kinds of discourses for post-elementary to pre-intermediate
level” (Buku Panduan Akademik, 2012). According to Buku Panduan Akademik
(2012), this course helps student to practice their listening skill through listening to announcements, short monologs, descriptions, instructions, and practical
dialogues. This course have two purposes, the first purpose is to “employ strategic
skills to comprehend simple extended discourse” and the second is to “paraphrase,
take note and summarize simple extended discourse” (Buku Panduan Akademik, 2012).
In the third and fourth semesters, ELESP provide students with integrated courses. In this case, listening skill is integrated with speaking skill which is called Critical Listening and Speaking I and Critical Listening and Speaking II. This course can be taken if the students have passed Intermediate Listening course. Based on Buku Panduan Akademik (2012), Critical Listening and Speaking I is purposed to:
Meanwhile, Critical Listening and Speaking II also have similar purpose with Critical Listening and Speaking I. However, Critical Listening and Speaking II used as advanced extended discourses with Critical Listening and Speaking I course as the prerequisite course.
4. Student’s Motivation
On the learning process, there are several factors that affect students‟
progress. One of them is students‟ motivation. In this case, there are two
motivations which can affect students‟ learning progress. There are intrinsic
motivation and extrinsic motivation (Kim, 2015). Those motivations will be explained in the following paragraphs.
a. Intrinsic Motivation
The first motivation discussed is intrinsic motivation. Intrinsic motivation is affected when “the goal of an action is the action itself” (Kim, 2015). It means that intrinsic motivation occurs from the individual itself, not from other people or other things. It isalso not affected by rewards which willbe given when students can do the task provided by teachers.
b. Extrinsic Motivation
The second motivation is extrinsic motivation. Kim (2015) stated that extrinsic motivation happens “when we take an action and the goal of that action is not the action itself but something else.” Extrinsic motivation can occur when the action taker is motivated with rewards or other things or other person while doing an action. This motivation can build easily than intrinsic motivation.
In order to gain more engagement in learning process, extrinsic motivation can be used to gain more engagement. Therefore, it is usually used in the education field to encourage students to learn or to participate on the learning activities. In the education field, the students are rewarded with score or mark which can motivate students to learn. However, the exploration of extrinsic motivation should encourage learners to build their intrinsic motivation.
B. Theoretical Framework
First of all, the researcher elaborated the theories about Technology-Based Learning in order to know whether or not the gamification can be used as educational media. From the theories, the researcher finds that TBL covers gaming as the methodologies and tools. Therefore, the researcher use gaming as the methodologies and tools in designing listening materials. Then, the researcher discusses about gamification theories. The researcher elaborated the gamification theories to find a clear understanding about gamification which a part of gaming. From the theory, researcher finds that gamification uses the elements or the mechanics of games. Hence, the researcher includes the theories about game elements and also the types of users. The theories of game elements help the researcher to investigate whether or not those elements can be used as supplementary listening material. By knowing that theory, it gives benefits for the researcher while designing the gamification application. The types of user are used to consider the elements which will be used for the target of the research. In addition, the target of this researcher is the digital native generations who are familiar with the modern technologies. Thus, the researcher applies digital technology in the designed materials.
the other types of games which had educational purposes in order to differentiate gamification from other types of games.
31 CHAPTER III METHODOLOGY
In this chapter, the researcher presented the methodology used in this study. This chapter consisted of five parts, namely, research method, research setting, research participants, research instruments, and data analysis technique.
A. Research Method
In this chapter, the researcher presented the methodology used to answer the problem of this study. The problem of this study was “What does a set of supplementary listening materials using gamification for the Intermediate Listening Class in the English Language Education Study Program look like?” This research conducted to find out the data and then develop listening supplementary materials using gamification. In conducting this study, the researcher employed Research and Development (R&D) Method proposed by Borg and Gall (1983).
Educational Research and Development (R&D) is a process used to develop and validate educational products. The steps of this process are usually referred to as the R & D cycle, which consists of studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field testing stage. (Borg & Gall, 1983, p.772)
need analysis, planning, development of preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation (Borg & Gall, 1983, p.775).
Table 3.1 Borg & Gall Steps Scheme (Borg & Gall, 1983, p.775)
Table 3.2 Research Scheme (Modified from Borg & Gall, 1983, p.775)
This table explained the procedure of development based on R&D by Borg and Gall. The researcher decided to apply those five steps and its development process. Those five steps were explained in the following paragraphs.
1. Research and Information Collecting
syllabus and the lecturers of the Intermediate Listening course. The information gathering was done by conducting interview to the lecturers of the Intermediate Listening and also classroom observation. In this step, the researcher interviewed two lecturers of the Intermediate Listening Class and observed two classes of the Intermediate Listening Class. Those data were used to help the researcher to develop an appropriate supplementary listening material. In addition, the researcher also collected the underlying theories to support the study. The underlying theories collected from the Internet, journals, and theses.
2. Planning
The second step is planning which included defining skills, stating objectives, determining course sequence, and small scale feasibility testing. Those steps were used to construct the framework of the designed materials. In this step, the researcher used the result of research and information collecting as the basis for defining skills, stating objectives, determining course sequence, and small scale feasibility testing. Thus, the designed materials are appropriate for the students’ need.
3. Development of Preliminary Form of Product
activities were converted into gamified learning activities since this study using gamification to design supplementary listening materials. Therefore, the designed materials also employed the elements of gamification which applied in online gamification platforms.
4. Preliminary Field Testing
After the development of the preliminary form of product was accomplished, the next step to do was evaluating the designed materials. The purpose was to gain feedbacks, comments, and suggestions towards the designed materials. The evaluation given used to revise the designed materials until its met the objectives. In preliminary field testing, the researcher conducted expert validation and user validation. Expert validation was done by distributing evaluative questionnaire to the lecturers of the Intermediate Listening Class. On the other hand, the user validation was done by distributing evaluative questionnaire to ten students of the Intermediate Listening Class.
5. Main Product Revision
B. Research Setting
This study was conducted in the Intermediate Listening Class of the English Language Education Study Program (ELESP) of Sanata Dharma University. First of all, the researcher conducted an interview on March 23, 2016 and March 31, 2016. Then, the researcher also conducted classroom observation in two Intermediate Listening classes. The first classroom observation was done in class E on April 1, 2016. Then, the second classroom observation was done in class A on April 18, 2016. The development of the preliminary form of product started since April 2, 2016. Afterwards, the researcher conducted preliminary testing on April 25, 2016. This step was done by ten students from Class A and E of the Intermediate Listening Class. Afterwards, the researcher conducted expert validation and user validation as the part of preliminary field testing. The user validation was conducted on April 25, 2016 and the expert validation was conducted on April 26, 2016. By conducting those steps, researcher gained feedbacks, comments, and suggestions about the designed materials. Then, the researcher revised the product based on the evaluation and feedback given.
C. Research Participant
into two groups that were participants for research and information collecting and participants for preliminary field testing.
1. The Participants of Research and Information Collecting
The participants of the research and information collecting were the students and the lecturers of the Intermediate Listening Class. The students of the Intermediate Listening Class chose because they would be the users of the designed materials while the lecturers chose because they were the expert of the course. The lecturers were asked about their opinion of the Intermediate Listening materials, their expectations on listening activities, listening materials, and the students’ characteristics in order to develop the appropriate supplementary
listening materials.
Moreover, the researcher also conducted classroom observation in class A and E of the Intermediate Listening Class. Classroom observation aimed to find more information about students’ characteristics and their learning activities.
Therefore, the students of class A and E also became the participants in research and information collecting step.
2. The Participants of Preliminary Field Testing
conducted the classroom observation. Moreover, they were chosen randomly because they all learned listening in the Intermediate Listening Class. Furthermore, the two lecturers of the Intermediate Listening Class were asked to give feedbacks, comments, or suggestions. They were chosen because they had experience and expertise in English language teaching. The feedback, comments, and suggestions toward the designed materials were used to revise and improve the designed materials.
D. Research Instruments
In order to collect the data for this study, the researcher used some instruments for the research and information collecting and the preliminary field testing.
1. Instruments of Research and Information Collecting
In research and information collecting, the researcher conducted interview and classroom observation. The researcher interviewed two lecturers of the Intermediate Listening Class. Meanwhile, the classroom observation was conducted in two classes of the Intermediate Listening Class. The interview and classroom observation aimed to collect information about students’ need toward
Furthermore, the results of the interview and classroom observation were used as the basis information to develop the materials. In addition, the result became the criteria for selecting the materials. The data gathered was useful for the researcher to design appropriate supplementary listening materials.
2. Instrument of Preliminary Field Testing
For preliminary field testing, the researcher utilized questionnaires to collect comments and feedbacks about the designed materials. The questionnaire was distributed to two lecturers and ten students of the Intermediate Listening Class. Those questionnaires were used for expert validation and user validation. The questionnaire used for user validation and expert validation divided into two parts.
E. Data Analysis Technique
In this study, the researcher analyzed the data from research and information collecting step and preliminary field testing step. The researcher used different analysis technique which explained in the following paragraphs.
1. Research and Information Collecting
In this step, the researcher conducted interview and classroom observation to obtain data which related to this study. The interview was recorded and the researcher analyzed the transcription of the recorded interview. Then, the result of analyzing the transcription of the interview presented in narrative description. The researcher also conducted classroom observation in order to gain more information about students’ characteristic. In this case, the researcher made field
note which contained several questions. It is used as the guidance for the classroom observation. Then, the researcher presented the data obtained in narrative description. It aimed to understand the learning activity and students’ characteristic clearly.
2. Preliminary Field Testing
form of Likert scale. The table below shows the degree of agreements of the questionnaire:
Table 3.3 Degree of Agreement
Degree of Agreement Meaning
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree
The designed materials would be considered as an applicable design if the mean for each statement in the range of 50%-100%. In this study, the researcher also used table and percentage to show the result of the questionnaires. The researcher counted the result of the questionnaires using the formula below.
P = × 100%
P = percentage
ƒo = the total number of answer
n = the total number of participants
Afterwards, the researcher will present the result of the calculation in the table. It aimed to help the researcher to analyze the data. The table was presented below:
Table 3.4 The Result of Questionnaire
No Participant’s Opinion
Frequency of the Degree of Agreements
(100%) N
Then, the researcher should analyze the second part of the questionnaire to gain the feedback and suggestions. In this case, the analyzing process was done by summarizing and presenting respondents’ opinions, comments, and suggestions
43 CHAPTER IV
RESEARCH RESULT AND DISSCUSSION
In this chapter, the researcher presents the realization of what had been planned in Chapter III. It contains the research findings and discussion of each step in designing supplementary material using gamification in the Intermediate Listening Class. This chapter answers the research question based on the findings and discussion. In this research, the researcher uses R & D cycle as the method of this research. Therefore, this chapter presents the result of each steps of R&D cycle.
A. Research and Information Collecting
The first step done in this study was identifying the material, activity, and the characteristic of the Intermediate Listening Class students. It aimed to find out the material and activities applied in the Intermediate Listening Class and also the
students’ needs, interests, and characteristics. In this section, the researcher
presents the result of the interview from the lecturers of the Intermediate Listening Class and the class observations.
1. The Syllabus of the Intermediate Listening Class
Intermediate Listening lecturers in conducting the class. The syllabus consists of several parts for instance course description, topic for each meeting, learning strategies, classroom rules of conduct, evaluation, and also sources. Based on the syllabus, the researcher found out that the Intermediate Listening Class is
“designed to introduce the students to listening strategic skills.”
In addition, the syllabus also contains the topic of the course. However, the topic for each meeting is not stated specifically. In making the syllabus, the lecturers planned the skills that must be achieved by the students in each meeting. However, in the first ten meetings of this class, the scheduled skills were the same but it had differences in some aspects. Those differences were the level of difficulty of the passage, the length of the audio, the accent of the speaker, and the speed of the speaker. Those aspects became the main differences in the ten meetings which have the same skills to achieve.
2. The Result of the Interview with the Intermediate Listening Class Lecturers In this part, the reseracher provides the result of the interview. The interview was done with two lecturers of the Intermediate Listening Class. It aimed to collect the data about learning topic, learning activities, and the students’ characteristics. The result of the interviewis elaborated in the following paragraphs.
a. First Participant
The researcher was conducted an interview with the first lecturer of the Intermediate Listening Class on March 23, 2016. The interview aimed to find out the listening material and activities applied in the classroom so that the researcher could conclude the level of difficulty of the material and the activities which were used in the classroom. The data obtained were used as the basis information to design appropriate supplementary material using gamification for the Intermediate Listening Class.
From the interview, the researcher found out the kind of listening material used in the Intermediate Listening Class. The lecturer stated that they prepared the listening material based on the skills which must be achieved in each meeting. Therefore, the lecturers scheduled the same skills for several meetings. In the first ten meetings of the class, the scheduled skills are the same. It aimed to see
students’ progress toward the scheduled skills. In the Intermediate Listening
any listening material which used American English accent. Then, in the middle of the semester the lecturers provided listening material which used British English accent. Those accents will be classified based on the level of difficulties, length of the audio, and speed of the speaker. Besides those accents the lecturer also said that in the several last meetings, they would provide short video as the learning material.
In the interview, the researcher also found that the lecturer did not give listening assignment for the students. The assignment would be given if the discussion of the material was not finished because of the time limitation. Therefore, the students should learn by themselves to improve their listening ability. Besides, when the researcher asked about gamification, the lecturer said that she did not used gamification in her classroom. She said that gamification is not familiar yet.
At the end of the interview, the lecturer also suggested that the researcher should develop a listening media using gamification so that the students can access the material and also do some listening exercises outside the class. This material designed was expected to help the students to improve their listening skills and also to motivate students to get engage in the learning activity.
b. Second Participant
This interview was conducted on Thursday, 31 April 2016. The interviewee of this interview was the lecturer of the Intermediate Listening Class A. The interview aimed to find out the listening material and activities applied in the classroom so that the researcher could conclude the kind of material and classroom activities which were appropriate for the Intermediate Listening Class. The data obtained were used as the basis information to design appropriate supplementary material using gamification for the Intermediate Listening Class.
Intermediate Listening Class was the rhythm of the teaching and learning activity. In the interview, the lecturer also said that he took long time to do pre-listening activity. He usually used discussion, vocabulary building, text, short video, or real listening in order to activate students’ prior knowledge. Besides, the lecturer also had main activity and also post-listening activity. The main activity was listening to the passage related to the topic and the skills which wanted to be achieved.
On the other hand, the lecturer also said that he did not give any assignments related to listening activity. He gave some assignment related to the topic of the meeting such as making advertisement and making a short video. However, he said that he planned to make online assignment which related to listening activity after the mid test because he believed that listening is continuous learning. Therefore, students needed more practice in order to improve their listening ability.
In addition, the lecturer also explained about students’ characteristic and
