Based on the theoretical explanation above, the researcher concludes that the gamification in learning english at junior high school student in this research context is one of the learning with games that can be used to improve the English skills of junior high school students so that students are more enthusiastic and motivated by learning English .As for the indicators gamification in learning english namely:
a. Improving student motivation in reading comprehension
b. Contain the narrative text c. Use cell phones and computer d. Operated using the internet network e. Have question level
Nadia Azzouz Boudadi* and Mar Gutiérrez-Colón** (2020).
Entitled Effect of Gamification on students‘ motivatio and learning achievement in Second Language Acquisition within higher education:a literature review 2011-2019. This focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement.
By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning,
and focuses on the effects of gamified learning environments on student‘s motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68 papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. The results suggest a lack of solid correlations between Gamification, motivation and cognitive processes.
The differences, research from Nadia Azzouz Boudadi and Mar Gutiérrez-Colón (2020) is a study that aims to determine the The Effect of Gamification on students‘
motivatio and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019. This paper focuses on a fairly new motivational
technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. While my research aims to determine The Effect Of Gamification Learning Method On Students‘ Reading Comprehension (Quasi Experimental Design at the twelve Grade Students of Junior High School Pancasila Bengkulu. My research design uses a time series design with pretest, treatment, posttest to determine the effects of gamification learning.
Second, Shella Septina Marsa, Eka Agustina and Hastuti Retno Kuspiyah (2021) the title The Effect of Kahoot! Game is one of the advancements in learning technology. It can facilitate and motivate the students for being active and understanding the content of the text. This study aimed to find out whether there is or not any significant difference between the students who are taught by using Kahoot! Game and the students who are taught by using a conventional game and to find out the impact of using Kahoot!. Altogether in this study, the writer used an
explanatory sequential mixed method design which involving 39 students of the fourth -semester students of the English Education Program of STKIP Nurul Huda by using a reading comprehension test for quantitative data and observation, questionnaire, and interview for qualitative data. The findings were the effect of Kahoot!. Game in teaching reading comprehension achievement is a very high impact on engagement, perception and motivation, and positive attitude. It influenced students‘ reading comprehension achievement. Therefore, It can be concluded that the use of Kahoot! Game with high engagement, perception, motivation, and positive attitude of the students can influence their reading comprehension achievement.
The research from Shella Septina Marsa, Eka Agustina and Hastuti Retno Kuspiyah (2021) is a study that aims to determine the The Effect of Kahoot!. The research design used was which involving 39 students of the fourth - semester students of the English Education Program of STKIP Nurul Huda by using a reading comprehension
test for quantitative data and observation, questionnaire ,and interview for qualitative data while my research aims to determine The Effect Of Gamification Learning Method On Students‘ Reading Comprehension (Quasi Experimental Design at the twelve Grade Students of SMP Pancasila Bengkulu. My research design uses a time series design with pretest, treatment, posttest to determine the effects of gamification learning.
I. Hypothesis
Based on the problem explanations which displayed by the researcher, the investigate theory is expressed as takes after:
Ha: There is a significant effect of gamification in learning towards students‘ reading comprehension
Ho: There is no significant effect of gamification in learning toward student reading comprehension.
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CHAPTER III RESEARCH METHODOLOGY