Vol. 2 No. 6, 2022
Gamification in Education: Evoking Students’ Learning Interest and Achievement in EFL Class
Gamifikasi dalam Pendidikan: Membangkitkan Minat dan Prestasi Belajar Siswa di Kelas EFL
Hendri Muzakkir, Kisman Salija, Muh. Asfah Rahman Jurusan Pendidikan Bahasa Inggris, Pascasarjana Universitas Negeri Makassar, Makassar, Indonesia
*Penulis Koresponden: [email protected]
ABSTRACT
The main focus of this research was to know the improvement of the students’ learning interest and achievement by using gamification in learning English. The data were collected by asking the students to fill out the questionnaire before and after being given the treatment and answer questions at pretest and posttest. The objective of this study was to find out whether the students’
learning achievement and interest had an improvement or not. This study was a pre-experimental research design. The population of this research was the eleventh-grade students of SMA Negeri 1 Barru in 2022/2023 academic year. The total number of populations was 363 students. In selecting the sample of the research, the researcher used cluster random sampling technique. XI MIPA 3 was chosen as experiment class which consists of 28 students. The instruments of this research were questionnaire and students’ achievement test. The questionnaire was assessed and analyzed to determine the students’ interest in learning English.
The result of the data analysis showed that the students’ learning interest could increase from 75.37 average score to 82.47 average score after given the treatment. Meanwhile, students’ achievement test was assessed and analyzed to determine the students’
achievement. The result of the data analysis showed that the students’ achievement could improve after being given the treatment.
It was proved by the mean score in pretest was 55.35 improved to 81.42 in posttest. Then the correlation between students’ interest and their achievement is not significant (rxy = 0.148 < 0.374).
Keywords : Improving, Gamification, Learning English, Questionnaire
ABSTRAK
Fokus utama penelitian ini adalah untuk mengetahui peningkatan minat dan prestasi belajar siswa dengan menggunakan gamifikasi dalam pembelajaran bahasa Inggris. Pengumpulan data dilakukan dengan cara meminta siswa untuk mengisi angket sebelum dan sesudah diberikan perlakuan dan menjawab pertanyaan pada saat pretest dan posttest. Penelitian ini bertujuan untuk mengetahui apakah prestasi dan minat belajar siswa mengalami peningkatan atau tidak. Penelitian ini merupakan penelitian pra eksperimen dengan desain penelitian. Populasi dalam penelitian ini adalah siswa kelas XI SMA Negeri 1 Barru Tahun Pelajaran 2022/2023. Jumlah total populasi adalah 363 siswa. Dalam pemilihan sampel penelitian, peneliti menggunakan teknik cluster random sampling. XI MIPA 3 dipilih sebagai kelas eksperimen yang terdiri dari 28 siswa. Instrumen penelitian ini adalah angket dan tes hasil belajar siswa. Kuesioner dinilai dan dianalisis untuk mengetahui minat siswa dalam belajar bahasa Inggris. Hasil analisis data menunjukkan bahwa minat belajar siswa dapat meningkat dari skor rata-rata 75,37 menjadi skor rata-rata 82,47 setelah diberikan perlakuan. Sedangkan tes prestasi belajar siswa dinilai dan dianalisis untuk mengetahui prestasi belajar siswa. Hasil analisis data menunjukkan bahwa prestasi belajar siswa dapat meningkat setelah diberikan perlakuan. Hal ini dibuktikan dengan nilai rata-rata pada pretest 55,35 meningkat menjadi 81,42 pada posttest. Kemudian hubungan antara minat siswa dengan prestasi belajar tidak signifikan (rxy = 0,148 < 0,374).
Kata Kunci: Peningkatan, Gamifikasi, Pembelajaran Bahasa Inggris, Kuesioner
1. INTRODUCTION
As we know, to achieve great result in English, students need the fundamental basic which is an interest in learning. Interest can boost students’
awareness and focus in learning so that they can have an improvement. Without an interest in learning, the learning process will not run properly. Interest is one of the strongest motivations for learning English, and motivation has been identified as one of the main factors affecting English language learning (Gardner, 1985). Meanwhile (Idit Katz et al., 2006) call interest as intrinsic interest or intrinsic value defined as “the enjoyment people experience when doing task, or their subjective interest in the content of the task”. Intrinsic interest may enable children to remain occupied in a task without receiving immediate feedback because it can allow them to perceive the task as enjoyable and as containing personally meaningful information, which they can connect with various issues that interest them.
In addition, children who have an interest in a certain topic, might be able to rely on internal cues as to how well they are doing due to their experience with similar tasks.
If we talk about students’ interest, game is definitely in high list. Better learning occurs when students want to engage in activities because of a motivation to learn.
That is where games come into the equation. Games can provide an emotional tie to our lesson and a reason to engage. If not overused, it can arise emotional responses. Emotion increases attention and retention.
When playing games, students become more engaged in their learning, taught content is reinforced and class positivity is increased.
Gamification of education is a strategy for increasing engagement by incorporating game elements into an educational environment (Dichev and Dicheva, 2017).
The goal is to generate levels of involvement equal to what games can usually produce (Fardo, 2014). The main goals of gamification are to enhance certain abilities, introduce objectives that give learning a purpose, engage students, optimize learning, support behavior change, and socialize (Knutas et al. 2014;
Krause et al. 2015 and Borges et al. 2013). In conclusion, gamification of learning is an educational approach to motivate students to learn by using video game design and game elements in learning environments.
To show that, Flores in 2015 presented the implementation of six products or games in motivating and promoting learners to learn a second language, namely Duolingo, Class Dojo, Edmodo, Zondle Socrative, and Brainscape. The results of reviewing several pieces of research related to the implementation of gamification in ESL in which one of them bravely to claim that students' grades improved 9%, and the number of students who failed the course decreased by 16%. Similarly, Mufidah in 2016 stated in the result of her research that gamified learning brought positive impacts to the learners. The gamified learning activities that she used were effective in promoting students' grammar achievements, as well as to enhance students' engagement in the preparation class. Likewise, Tan in 2018 investigated Kahoot! as the gamified product to boost the learning environment among English learners in higher education in Malaysia found that Kahoot! beneficial in inducing motivation and engagement, as well as fostering and reinforcing learning for both theoretical and practical aspects. The results reflected the respondents' attitudes towards Kahoot! was notably positive, with a percentage of 100%.
As a consequence of this pandemic which has happened for almost 2 years causing many students are stressful to learn virtually. Many students lose their spirits and interests to learn at their houses. They prefer playing battle royale games instead of playing brain teaser game. Then, it becomes the reason for researcher to conduct this research in one of favorite school on Barru Regency.
Based on the observation that has been done by the researcher in UPT SMA Negeri 1 Barru, it has showed that most of learners get trouble in finishing their assignments from their teachers since they are addicted playing games than learning or doing their tasks. Thus, it triggers the researcher to do research whether applying gamification can increase students’ interest in learning English or not at all.
Based on the description and explanation above, the researcher the researcher formulated a research questions, as follows:
1) Is teaching by using Gamification able to increase students’ interest in learning English?
2) Is teaching by using Gamification able to improve students’ learning achievement in learning English?
using Gamification?
2. LITERATURE REVIEW
The uniqueness and effect of learning by using gamification has made many language teachers and researchers explore and expose it in their study and classroom. There were some researchers have conducted research by using gamification. The results of the research are cited briefly below:
1) Rahmani (2020) conducted research in reviewing research-based articles about gamification in the context of learning English to find out the benefit.
Her research shows that gamification is indeed beneficial for students in the English class. It appears to be the solution for an unsuccessful and passive learning environment as it is beneficial to assist teachers in creating a more exciting and meaningful learning experience for students. A livelier learning environment, more active engagement, better English skills (especially speaking skill), and improved cognitive achievements (proven by good scores) are the indicators of successful implementation of gamification in the English class.
2) Samson (2020) states that from this viewpoint, that games are shallow exercises that may not add to learning. In the subsequent perspective, analysts concentrated on games and gamification properties and saw them as transformative and advancing a method of interfacing and fruitful learning. Also, gamification is at present being applied with instructive purposes as a strategy to the quicker investment of understudies in various branches of knowledge like English language learning. The gainful impact of gamification and genuine games on learning is likewise an understudy consolation.
3) Nikmah (2019) has proved in his research that the item “The Kahoot! was interesting.” It was responded by the 4.3% of the students as “no”, by the 8.7% of the students as “sometimes”, and by the 87.0% of the students as “yes”. As a result, it was concluded that the students were mostly satisfied with the Kahoot! application.
audience derives from the intrinsic characteristic of humans since early development stages. The gamification in education is a pedagogical and psychological approach. It is an interesting educational strategy because it can provide intrinsic motivation to students through curiosity, challenges with adaptive difficulty levels, some degree of chance and an award system. Moreover, it can be more pleasant by stimulating creativity.
Educational games extend this by focusing the mechanics and narrative to cope with a subject curriculum, allowing the student to learn while playing.
5) Kiryakova (2014) concluded that E-learning is suitable for easy and effective integration of gamification. Game techniques and mechanisms can be implemented in the learning process as activities which purpose is to achieve certain learning objectives, increase learners’ motivation to complete them and engage students in a friendly competitive environment with other learners.
Based on the previous research, the researcher concludes that gamification is an effective tool to increase the students’ interest because they enjoy learning while playing game. Moreover, playing games can creates good or positive enthusiastic towards the materials and they can magnify their new knowledge as learning experience by playing the thinking-game. The researcher really believes that using gamification is a persuasive way to encourage the students’ interest to keep focusing in their subjects at school especially in English lesson.
3. RESEARCH METHOD
3.1. Research Approach
This research used pre-experimental research design by using pre-test and post-test with quantitative approach, because the researcher wanted to established possible cause and effect between dependent, independent and mediating variable. The researcher intended to describe the improvement of students’ learning achievement and interest of the eleventh-year students of UPT SMA Negeri 1 Barru by comparing between the students’ score before and after being taught by using Quizizz, also after analyzing data of students’ interest from questionnaire.
3.2. Research Design
This research used pre-experimental research design by using pre-test and post-test with quantitative approach, because the researcher wanted to established possible cause and effect between dependent, independent and mediating variable. The researcher intended to describe the improvement of students’ learning achievement and interest of the eleventh-year students of UPT SMA Negeri 1 Barru by comparing between the students’ score before and after being taught by using Quizizz, also after analyzing data of students’ interest from questionnaire. This research was classified as pre-experimental design because it did not have a control variable. In this research, the researcher only has one group and used pre-test and post-test to see the results of the test.
Gay (1992) defines that the experimental method is the only method of the research that can truly test hypotheses concerning cause and effect relationships.
Creswell (2012) explains that experimental researchers test and idea (or practice or procedure) to determine its effect on an outcome. There are three designs included in pre-experimental. They are one-shot case study, one- group pretest-posttest design and static group. The researcher used one-group pretest-posttest design.
3.3. Research Instrument 1) Questionnaire
The questionnaire was used to get data filled in by students themselves, commonly called a self- completed questionnaire. On this occasion, the researcher made sure all students filled out the questionnaire. The form of the questionnaire in this research was close-ended with simple questions to minimize difficulties in understanding the questions.
The questions were related to students’ interest in learning English.
2) Collecting data to determine students’ learning achievement
The procedure of collecting data was divided into three stages, namely:
The researcher administered test firstly. The pretest was conducted at the beginning of this activity or before doing treatment. This test used reading skill test by giving multiple question along with the analytical exposition text. The question was taken from Quizizz.
Then, the researcher explained what the students were
going to do. After that, the researcher checked the students’ work and gave it score.
In the treatment, the researcher taught analytical exposition text material by using Quizizz. It was held in four meetings to improve the students’ reading skill.
Each meeting spent 90 minutes. In this case, the gamification was usually used by the researcher and it was carried out by the researcher in the reading class.
The following are the steps of the researcher in treatment process.
The researcher explained about what exposition text is (Analytical), introduced to students what was Quizziz and how to analyze and write exposition text. These treatment activities have same steps in each meeting.
3) Posttest
After giving treatment, the researcher administered a posttest. The posttest was conducted at the end of this activity or after doing treatment. This test used reading skill test by giving multiple choice questions from Quizizz. Then, the researcher explained what the students are going to do. After that, the researcher checked the students’ work and give it score.
3.4. Analysis Data 1) Questionnaire
The questionnaire was designed by providing five choices. Choices used were ‘Strongly disagree,’
‘disagree,’ ‘neutral,’ ‘agree,’ and ‘strongly agree. The data was analyzed by the technique that was followed.
This design used five choices to reduce the bias of answers from subjects. This type was the so-called Likert Style questionnaire. The questions were designed to minimize uncertainty. The participants were expected to fill by clicking the answer in the online form or give tick mark on the questionnaire paper on the space provided based on their own choices to let us know what their choices are. The researcher calculated all the scores of each statement and perceive the total scores as a result of a percentage Table 1. Scoring Classification of the Students’ Interest
Score interval Classification
85-100 Very high
69-84 High
52-68 Moderate
36-51 Low
20-35 Very low
researcher used the following formula:
X X
= N
Where: X = The mean score / average
X
= The sum of all scoreN = The number of subject (students) (Gay, 2014: 323)
Standard deviation SD X1 =
( 1 1)
2( 1 1) X X N
−
−
t-test
( )
2( 1)
t D
D
D N
N N
=
−
−
t = Test of significance
D = The difference score between pre-test and post-test
D
= The mean of the difference score D
= The sum of D score( D )
2= The square of the sum of
D
N = The number of subjects
(Gay, 1981: 366) This table used to categorize score based on the gain score of students’ reading skill test:
Table 2. The Qualification of Students’ Achievement
Qualification Score
Very good 93 – 100
Good 85 – 92
Fair 78 – 84
Poor < 78
(Curriculum 2013)
2 2
2 2
( )( )
( ) ( )
X Y
XY N
rxy
X Y
X Y
N N
−
=
− −
rxy= correlation coefficient between X and Y
XY
= sum of cross products of deviation scores for X and Y
X
= Total score of X
Y
= Total score of Y
N = the number of subject (students)
Table 3. Guideline for Interpretation of Correlation Coefficient
Coefficient Interval Correlation Level
0,00-0,199 Very low
0,20-0,399 Low
0,40-0,599 Medium
0,60-0,799 Strong
0,80-1,00 Very strong
(Sugiyono: 2008)
4. RESULT AND DISCUSSION
4.1. Research Result
To begin this study, the students completed a questionnaire (see appendix) that established their learning interest in English. The questionnaire asked students to determine their interests by answering 15 items. Once the responses were collected, over the next four meetings, the researcher taught the students by using Quizizz based on the lesson plan arranged before. Students watched videos, read the text, learned things related to analytical exposition, discussed it with their seatmates, answered the quiz, and made conclusions. After that, the researcher administered the same questionnaire as in the first meeting to the students. It was to find out the students' interest after being taught by using Quizizz, whether there was an increase in their interest or not.
The result of students’ learning interest before and after being taught by using Quizizz is shown in the following table.
Table 4. Classification of Students’ Interest
The table 4. above shows that before treatment, most of students were classified as high. There were 24 students (85.71%) were classified high and 2 students (7.14%) were classified moderate. Only 2 students (7.14%) were classified very high.
Meanwhile, the result of students’ interest classification after being taught by using Quizizz shows that most of the students were classified in very high category. There were 14 students (50%) were classified very high, 12 students (42.85%) were classified high, and only 2 students (7.14%) were classified moderate.
In addition, average score of students’ interest before and after the treatment has increased from 75.37 to 82.47. It indicates that after giving treatment by using Quizizz as learning media, the researcher got information that the students’ interest in learning English has increased than before.
The result of students’ pretest on reading skill test of eleventh grade students of SMA Negeri 1 Barru was classified from very good to very poor. Very good level was 86-100, good level was 71-85, and fair level was 56- 70. Here is the students’ achievement as follows:
The table 5 shows that in pretest, many students were classified in very poor category. There were 22 students (78.56%) were classified poor and 1 student (3.57%) were classified fair. 4 students (14.3%) were classified good category. Only 1 student (3.57) were classified very good.
Table 5. The Students’ Achievement in Pretest
No. Qualification Score F %
1 Very good 93 – 100 1 3,57
2 Good 85 – 92 4 14,3
3 Fair 78 – 84 1 3,57
4 Poor < 78 22 78,56
Total 28 100
The result of posttest of the students on reading skill test of eleventh grade students of SMA Negeri 1 Barru is classified as follows:
Table 6. The Students’ Achievement in Posttest
No. Qualification Score F %
1 Very good 93 – 100 4 14,3
2 Good 85 – 92 7 25
3 Fair 78 – 84 8 28,56
4 Poor < 78 9 32,14
Total 28 100
The table 6 above shows that in posttest, most of students were classified in very good category. There were 9 students (32.14%) were classified poor, 8 students (28.56%) were classified fair, 7 students (25%) were classified good. Then, there were 4 students (14.3%) classified very good.
The data in posttest indicated that after giving treatment by using Quizizz as learning media, the researcher got information that the students’
achievement was better than in pretest.
The test result of students’ means score and standard deviation of pretest and post-test is shown in the table 5 below;
Table 7. The Mean Score and Standard Deviation of the Students’ Pretest and Posttest
No Mean Score Standard
Deviation
1 Pretest 55.35 23.64
Score interva
l
Classificatio n
Before treatment
After treatment After treatment Percentag
e (%) F Percentag
e (%) F
85-100 Very high 7.14 2 50 14
69-84 High 85.71 24 42.85 12
52-68 Moderate 7.14 2 7.14 2
36-51 Low - - - -
20-35 Very low - - - -
Average
Score 75.37 82.47
After calculating the result of the students pretest and posttest, the researcher presented the t - test in the following table:
Table 8. The t-Test Value of the Students’ Pretest- Posttest
t-Test Value df t-table Value
6.6 27 2.051
After calculating the students’ score before and after the treatment, the researcher found that the t-test value was 6.6 (see calculating t test value in page 119) by probability significance (two tailed) was 2.051 or the probability was higher than 0.05 as the level of significance for two tailed tests, and the degree of freedom (df) = 27, so (6.6 > 2.051).
After the the researcher got the total of students’
interest score and their achievement scores, he continued to count them both of the students’ interest score and their English learning achievement score were correlated by using Pearson’s Product Moment.
From the calculation, it was known that rxy = 0.148 and df = 26. If we compare with the table of “r” values at the degree of significance of 5%. Then the correlation between students’ interest in learning English and their learning achievement was not significant (rxy = 0.148 <
0.374). It was also classified very low (0.00-0.199) based on the interpretation of correlation coefficient table.
Hence, students’ interest influenced the improvement of their learning achievement but was not significant.
The increase in students’ interest before and after treatment was not too much but the students’
achievement improved a lot. It can be said that students’ interest was not the main factor in this matter. It could be because students only focus on studying and doing tasks related to analytical exposition for four meetings so that their understanding is much better than before.
4.2. Research Discussion
Regarding to the research that was done in SMA Negeri 1 Barru, it was found that there was significant difference in the students’ interest and achievement in learning English before and after given the treatment.
techniques and mechanisms can be implemented in the learning process as activities which purpose is to achieve certain learning objectives, increase learners’
motivation to complete them and engage students in a friendly competitive environment with other learners.
Gamification is an effective approach to make positive change in students’ behavior and attitude towards learning, to improve their motivation and engagement.
The results of the change have bilateral nature – they can affect students’ results and understanding of the educational content and create conditions for an effective learning process.
As well as Rahmani in 2020 also found that gamification is indeed beneficial for students in the English class. It appears to be the solution for an unsuccessful and passive learning environment as it is beneficial to assist teachers in creating a more exciting and meaningful learning experience for students. A livelier learning environment, more active engagement. Then, research of Al-hadithy & Ali (2018) about gamification in learning English for academic purposes and the result was an increase in active learning, student involvement, self-efficacy, independent learning and an increase in student summative assessment after the application of gamification in the form of Kahoot. Suryadi in Aina (2018:14) state that someone can be interested in learning activity if they do the activity with pleasure and will prepare much time for that activity, having high attention and curiosity toward the activity and having fun in doing activity.
As a result, the researcher found those criteria during teaching in the classroom. Quizizz is one of the alternatives to boost up the students’ learning interest.
The students looked more active, enthusiastic, and interested in learning. They were actively asking questions, saying their opinions and discussing the topic of the lesson with each other. Besides that, they enjoy the learning process without being nervous asking and answering questions.
By utilizing one of gamification types, Quizizz, the researcher was able to enhance the students’
knowledge in reading comprehension for analytical exposition text due to the fact that this online application has several features and uses such as we can add pictures, input equation, use some possible
answers, and set up the time. Quizizz also enables the teacher to present the materials as well as the review quiz for each meeting so that the students can figure out whether they have already mastered the analytical exposition or not and it can be done in an interesting and fun game. In improving the students’ mastery on how to distinguish among the text, Quizizz has a randomized answer feature by which the students can notice the correct or incorrect answers for each question and why the errors have occurred. Besides that, Quizizz can assist the students to understand structure of text per each paragraph. Moreover, students could learn new vocabularies and get the feedback immediately about their learning progress. In addition to having invaluable features, Quizizz also possesses some other interesting characteristics such as leader board, rewards, and player icons. Moreover, not only can it be accessed using laptop, the students can also use their mobile phones to get connected to Quizizz so that the students can play the game anytime and anywhere.
Gamification can also provide learning model characteristics such as challenges, satisfaction, rewards, and dependence. Several studies concur with the findings of this study which show positive attitude toward the use of gamification in learning and which reveal that by using gamification, the students’
engagement, experience and achievement in the learning improved (Lee & Hammer, 2011; Jackson &
McNamara, 2013; Noroozi, McAlister, et al., 2016).
On the other hand, teaching analytical exposition text in English using conventional teaching method which was lecturing style, the students only listen to, watch, and do exercises given by their teachers. The students tend to be passive while the teachers like to dominate the teaching and learning process. Hence, with all features are provided in Quizizz, this application can compete with other game which has same purpose such as Kahoot, Duolingo, Brainscape and so on.
In conclusion, the use of Quizizz in the teaching and learning process of analytical exposition text can make a significant improvement on the students’
achievement and increase their interest in learning. It could be stated that Quizizz questions can be a solution to boost students’ learning interest but it cannot be effective in improving students’ achievement. Quizizz can increase students’ interest but the improvement of their achievement could be caused of their learning
and practicing the lesson material in every meeting.
Interest cannot be the main factor in the improvement of students’ achievement.
5. CONCLUSION
In relation to the research findings and discussion in the previous chapter, the conclusions are presented;
this research shows that learning by using Quizizz can increase students’ interest in learning English and improve the students’ comprehension of analytical exposition text. It shows that through Quizizz, the students’ achievement in reading skill gets an improvement. As a result, it means that there is significant difference between average score of students’ interest and students’ test score before and after learning by using Quizizz. Therefore, this research proved that using Quizizz in teaching reading skill such as analytical exposition text for the eleventh- grade students of SMA Negeri 1 Barru has a significant influence in improving the students’ learning achievement. In short, the use of Quizizz improved the students’ learning interest and achievement.
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