(Quasi-Experimental Research at The Eight Grade Students of Junior High School Pancasila Bengkulu )
THESIS
Submitted as Partial Requirement for the Degree of Sarjana (S.Pd) In Study of English Education
By:
NOVITA SARI SRN. 1811230120
ENGLISH EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE EDUCATION
FACULTY OF TARBIYAH AND TADRIS UIN FATMAWATI SUKARNO BENGKULU
2022
i
ii
iii MOTTO
Time is everything to me, so if you can go fast why slow. Accompanied by success, God’s destiny determines. Success or not, at least I always walk
so I don’t miss out. Determined to show other people can, why not us.
(Novita Sari)
iv
DEDICATIONS
Today I have enjoyed a speck of happiness, I have achieved a piece of ideals but my struggle has not ended here.
My happiness today has represented the dream that I have hoped for all this time where happiness is what motivates me to always make my dreams come true, hopes and wishes come true, because I believe that Allah SWT will always hear my prayers because He is the One Who Rules everything. With gratitude to Allah SWT, I dedicate this thesis to:
My lovely father (Kazodin) and mother (Salbawati). Thank you so much for all your sacrifice for me, you are my truly heroes, that always give me supports, advices, pray, love and spirit. Please forgive me for all of my mistakes to you. I know that everything I do will not be able and to repay all your kindness. I just can promise you that will do you best to make you happy, to make you proud of me. Be healthy, be happy. May Allah always blesses our family.
My sibling (Tedy Syupianto, A.Md.A.K.), (Popi Putra), (Linda Trisna Ayu A.Md, Keb) and my sister-in-law (Dwi Sinta Oktari, S.St), (Novi Lestari), (Darwin Novian Syahputra). Thank you for your support and motivation
My big family that I cannot mention one by one.
v
(Barhum Setiawan Kurniawan) thank you for your support, love, motivation and you make me happy when finishing this thesis.
Mr. Dr. Irwan Satria, M.Pd as Commander of MENWA at UIN Fatmawati Sukarno campus, who have provided support.
The big family of MENWA UIN Fatmawati Sukarno campus, who has given me a million stories and life experiences that are very valuable.
The Big Family of English Class D Tadris, thank you for sharing stories for eight semesters together.
The Big Family of KKN group 106 who have given me a million stories and life experiences that are very valuable.
Religion, Nation and My Almamater UIN Fatmawati Sukarno Bengkulu.
vi
vii
viii
ACKNOWLEDGMENT
Alhamdulillah, all praises be to Allah, the single power, The lord universe, master of the day judgmet, Good all mighty, for all blessings and mecies so the researcher was be able to finish this thesis entitled The Effect Of Gamification In Learning On Student‘s Reading Comprehension (Quasi-Experimental Research At The Eight Grade Student‘s Of Junior High School Pancasila Bengkulu).
Peach be upon Prophet Muhammad SAW, the great leader and good inspiration of world revolution.
The research is sure that this thesis would not be completed without the helps, support and suggestions from several sides. This researcher would like to express her deepest thanks to all those who had helped, supported, and suggested her during the process of writing this thesis. This goes to:
1. Prof. Dr. KH. Zulkarnain, M.Pd the Rector of the State Universitas Islam Negeri Fatmawati Sukarno of Bengkulu.
2. Dr. Mus Mulyadi, M.Pd the Dekan Tarbiyah and Tadris Faculty.
3. Feny Martina, M.Pd Chief of Program Study of English Departement. As well as the second supervisor for all the valuable advice, corrections and assistance to correct errors during the process of writing this thesis.
4. Dr. H. Ali Akbarjono, M.Pd as the first supervisor for him guidance, precious advices and motivation for the research.
ix 5. And for my almamater.
The research realizes that this thesis is still far from being perfecrt. The research hopes that thesis is useful for the research in particular and readers ini general.
Bengkulu, July 2022
Novita Sari SRN. 1811230120
x ABSTRAK
Novita Sari, 2022. Pengaruh Game Dalam Pembelajaran Terhadap Pemahaman Membaca Siswa (Penelitian Kuasi Eksperimental Pada Siswa Kelas VIII SMP PANCASILA Bengkulu). Skripsi, Program Studi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Tadris, Universitas Islam Negeri Fatmawati Sukarno (UINFAS) Bengkulu.
Advisors:1. Dr.H. Ali Akbarjono, M.Pd2. Feny Martina, M.Pd
Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh dari gamification in learning on students reading comprehension pada siswa kelas delapan di SMP PANCASILA Bengkulu. Penelitian ini menggunakan metode Quasi-Experimental dengan jenis penelitiannya adalah kuantitatif. Peneliti memutuskan untuk melakukan experimen dikelas 8 dengan total siswa sebanyak 32 siswa. Dari hasil penelitian ini, didapatkan nilai rata rata pre test siswa sebesar 7,55 dan rata rata hasil post test sebesar 8,96 yang dimana dapat diketahui nilai post lebih tinggi dari nilai pre test.
Dengan standar depisiasi pre test 0,336 dan post test 0,40.
Sehinggha dapat disimpulkan bahwa penerapan metode gamification in learning memberikan pengaruh yang signifikan terhadap siswa kelas delapan SMP PANCASILA Bengkulu
Kata Kunci : Gamifikasi dalam pembelajaran pada pemahaman membaca siswa, Efektivitas gamifikasi
xi ABSTRACT
Novita Sari, 2022. The Effect of Gamification in Learning on Students’ Reading Comprehension (Quasi-Experimental Research at The Eight Grade Students of Junior High School Pancasila Bengkulu). Thesis, English Study Program, Fakultas Tarbiyah and Tadris, Universitas Islam Negeri Fatmawati Sukarno (UINFAS) Bengkulu.
Advisors: 1. Dr.H. Ali Akbarjono, M.Pd 2. Feny Martina, M.Pd
This research aims to determine whether there is an effect of gamification in learning on students reading comprehension on eighth grade students at SMP PANCASILA Bengkulu. This research uses a Quasi-Experimental method with the type of research being quantitative. The researcher decided to do an experiment in grade 8 with a total of 32 students. From the results of this study, the students' average pre-test score was 7.55 and the post-test average was 8.96, which means that the post-test score was higher than the pre-test score. With a standard deviation of 0.336 pre test and 0.40 post test. So it can be concluded that the application of the gamification in learning method has a significant influence on the eighth grade students of SMP PANCASILA Bengkulu.
Keyword : Gamification in Learning on Students Reading Comprehension, The Effectiveness of Gamification.
xii PREFACE
First of all, thanks to Allah SWT because of the help of Allah, author finished writing this proposal entitled “The Effect Of Gamification in Learning On Students Reading Comprehension” right in the calculated time. The purpose in writing this paper is to complete this study. In arranging this paper, the author trully get lots challenges and obstructions but with help of many individuals, those obstructions could passed. author also realized there are still many mistakes in process of writing this paper. Because of that, the author says thank you to all individuals who helps in the process of writing this paper. Hopefully Allah SWT replies all helps and bless you all. The author realized that. In this paper still imperfect in arrangement and the content. Then the author hope the criticism from the readers can help the author in perfecting the next paper.
Bengkulu, July, 2022
Novita Sari 1811230120
xiii
TABLE OF CONTENT
COVER ...
ACKNOWLEDGEMENT ... Error! Bookmark not defined.
TABLES OF CONTENTS ... iError! Bookmark not defined.
LIST OF TABLES ... v
LIST OF DIAGRAM ... vii
CHAPTER 1 INTRODUCTION ... 1
A.Background of study ... Error! Bookmark not defined. B.Identification of Problems ... 6
C.Limitation of the Problem... 6
D.Research Questions ... 7
E.Research Objectives ... 7
F.Significances of the Research ... 7
G.Definition of Key Terms ... 8
CHAPTER 11 LITERATURE RIVIEW ... 1
A.Definition of Reading Comprehension ... 10
B.Purpose of Reading ... 12
C.Skills in Reading Comprehension ... 13
a. Skimming ... 13
b. Scanning ... 14
c. Intensive Reading ... 14
d. Extensive Reading ... 14
D.Elements Affecting Reading Comprehension ... 15
1) Background Knowledge ... 15
2) Vocabulary ... 15
3) Comprehension Strategies ... 15
xiv
4) Comprehension Skill ... 15
5) Motivation ... 15
E.Reading Comprehension Skills for Junior High School ... 16
F.Gamification in Learning English ... 17
1) Definition of Gamification in Learning ... 17
2) Advantages of Gamification ... 19
3) Weaknesses of Gamification ... 22
4) Use of Gamification in the Teaching of English ... 22
5) Step to Implement Gamification in Learning... 25
G.Previous Studies ... 27
H.Hypothesis ... 30
CHAPTER III RESEARCH METHODOLOGY ... 31
A.Research Design ... 32
B.Population and Sample ... 32
C.Instrument of the Research ... 33
D.Data Collecting Techniques ... 34
E.Data Analysis Techniques ... 36
CHAPTER IV RESEARCH RESULT ... 40
A.Research Result ... 40
B. The Rate Percentage and Frequency of the Pre-test and Post- test .... 41
C.Classification of Students‘ Pre-test and Post-test Score ... 43
D.The Mean Score and Standart Devitiation in Pre-test and Post-test... 44
E.Discussion ... 47
CHAPTER V CONCLUSION AND SUGGESTION……… …. .49
A.Conclusion ... 49
B.Suggestion ... 49 REFERENCES ……….
xv
LIST OF TABLES
1. Table 3.1 Test Experimental Design ... 32
2. Table 3.2 Population ... 32
3. Table 3.3 Sample ... 33
4. Table 4.1 Pre and Post-test ... 34
5. Table 4.2 The Rate Frequency of Score in Pre-test ... 6
6. Table 4.3 The Rate Frequency of Score in Post-test ... 6
7. Table 4.4 The Rate Percentage of Score in Pre-test ... 6
8. Table 4.5 The Rate Percentage of Score in ... 6
9. Table 4.7 Distribution the Value of T-test and T-table in Post- test ... 7
xvi
LIST OF DIAGRAM
1. Diagram 4.1 : The Improvement of Students‘ Mean Score.. 32 2. Diagram 4.2 : The Rate Percentage of Score in Pre-test and
Post-test ... 32 3. Diagram 4.3 : Result Improvement of Students‘ Activity in
Learning Process ... 33 4. Diagram 4.4 : Percentage Improvement Students‘ Activity
Kahoot! Game ... 34
xvii
DOCUMENTATION
1. Pre-test activity 2. Treatment activity 3. Post-test activity
1 A. Background of Research
Language is the common instrument among human beings in a community. By the language, we can convey information and arguments to others. It has an important role in a life to make people can connect between one person to another, one of them with reading. Reading is an activity in which a person obtains information in a passage and pours in writing, in terms of perspective reading is an activity that requires high concentration or focuses in reading to obtain information. (S, n.d.) According to Pardo (2004), Besides reading is a process done and used for the reader to find out information that use the author of words or written language.
Reading is also needed to know the answers to a particular question or issue for which someone reads. Haque (2006) state that, reading is not taught properly in scientific methods. Teachers also do not have important training for
that. According to Amin et al. (2021), 21st-century learning, known as the knowledge age, is everything that can be knowledge-based (B. Anwar & Asriani, 2017; Gelen Assoc, 2018). 21st-century learning focuses on thinking skills, solving problems, and communicating to create fun learning (Boraya, 2018; Benbow et al., 2021; Junedi et al., 2020).There are many ways to solve the problems that explained that and one of them is the used a strategy that suitable for teaching reading to make the learning process become effective. Student learning motivation is one of the techniques in developing the ability and willingness to learn.
Student learning outcomes are influenced by many factors, including student motivation, students who have profound learning motivation and are interested in learning to get satisfactory learning outcomes. Without motivation, the learning process will be challenging to achieve optimal success (Fauziah et al., 2017; Ricardo & Meilani, 2017;
Pratama et al., 2019) by Amin, Alimni, et al. (2021)
The strategy itself must be adjusted with the condition of the class and the ability of the students because every class has its condition itself, it also will determine the suitable strategy itself. One of the alternative strategies that can be used by teachers in teaching reading comprehension is a gamification in learning. Deterding et al. (2011) defined gamification as the inclusion of game design materials in non-game environments. Likewise, Dominguez et al (2013) defined gamification as including game elements in a non- game implementation to increase user experience and interest. In addition, Kim & Lee (2015) defined gamification as applying game design to the non-game processes. When the definitions in the Turkish studies are examined, Bozkurt
& Genç-Kumtepe (2014) described gamification as the implementations regarding the game philosophy that increase individual motivation and convert the process interesting for the participants. Furthermore, Sezgin et al (2018) defined gamification as it is the planned addition of game elements to processes that do not have game factors. In addition,
Gökkaya (2014) defined gamification as an educational platform that aims to internalize the extrinsic motivations of individuals and rewards along with feedback.
Therefore, gamification and game-based learning are different and should not be confused (Bozkurt & Genç- Kumtepe, 2014; Sezgin et al., 2018).The gamification in learning is an effort to implement the learning plan that has been arranged in the real activity for the learning objectives that have been prepared optimally Sanjaya (2007) Gamification is a unity between the elements and the mindset of the game used not in the context of the game (Hunter, 2012). Gamification in learning not only converts routine activities into games but redesigns the work process with game mechanisms for a pleasant experience (Wood &
Reiners, 2015). gamification focus is the user or in this case the student. The game mechanism in gamification ensures the emergence of a sense of fun by students' millennial generation (Schnepp, 2014).
Based on the interview at January 13 of 2022 with a teacher named ―Bunga” the researcher concludes that the students have some difficulties in reading comprehension.
They do not understand the meaning of words or sentences they read in English so the students are difficult to find the main information in reading. There are almost 25 students from 35 students at the class VIII 1 who have difficulties in understanding the meaning of words or sentences in English.
The students have a difficulty in understanding the text as a whole due to lack of vocabulary. As a result, many students have deficiencies in reading skills and interests such as difficulty in reading comprehension. Students usually have difficulty in reading novels. When students are presented with novels, they don't read them as well as possible. They can only say the word symbol without getting any understanding of the book. They have a lot of difficulties in reading comprehension. It is because the word spelling of English to their own language is commonly different. Based on the result of an interview with a student named Ragil at
the class VIII 1 of SMP Pancasila Bengkulu, It is that there are some problems in the teaching process of reading at the classroom. The students have a lot of difficulties when they were presented by reading section. It can be seen from the students who were nervous when the researcher asked students why they are not excited in reading. Some of them answered that they were afraid when they made mistakes in reading because their friends laughed at them. The students find a difficulty to express their ideas in reading process, and it is because of the lack of vocabulary.
Based on the observations, the researcher concluded that students were lacking in English vocabulary, students did not understand English Scanning for details, and when reading students still had difficulties in Main Idea and References.This problem does not only come from the students themselves but also comes from the way the teacher delivers the material. From the observations which have been done by the researcher, it is true that the teachers have not used any gamification learning in teaching reading
comprehension so make the students are less motivated in English learning.
Based on the result above, the researcher believes that the gamification learning is the most appropriate method to be applied in gaining students' reading comprehension. Apart from being an innovation in teaching and learning process, this method is also good for helping students who found complaining of being bored and sleepy. The researcher also believe that by using monotonous learning methods, whatever materials are going to be learned is not absorbed properly. In this case, the researcher focus on the narrative text.Narrative text is a text which is written to entertain people and to tell a story which contains: story fiction, non- fiction, tales, folktales, fables, myths, and epic. Its plot consists of climax of the story(complication) then followed by the resolution. Based on the background, the researcher is interested to investigate with a tittle ―The Effect Of Gamification in Learning On Students’ Reading Comprehension‖. It is the Experimental research at the
Eight Grade Students of SMP Pancasila Bengkulu.In this situation, the English teachers have not used the gamification in learning process so make most of students are bored and also less motivated in learning English. The students who are motivated are more active in reading, are more confident, and are more likely to understand successfully. Therefore, this research is quite important because the game method in learning should be apllied in learning process espicially in reading section. There are some varaiaties of games in the gamification learning method. In this research, the researcher will use one of types of games which namely ―Kahoot!‖. It is a game showing review games, launched in August of 2013. In a standard rule of the game, some questions will be displayed to the students by using a projector or a display ant the students will respond on their own devices. The reson researcher chooses this game is for increasing students' motivation in reading comprehension. The game will be used via mobile phones or computers which are going to be operated by using the internet network as the lowest level of
students in working on questions.The researcher will use the gamification learning method in order to make students can be more motivated, active, confident, and more tend to understand the English learning process successfully in reading comprehension. The method will be apllied at the Eighth Grade Students of SMP Pancasila Bengkulu.
B. Identification of problems
Based on the problems which have been discussed above, the problem identifications can be classified as follows:
1. The students have lack of vocabulary in English.
2. The students have difficultties in Scanning for details.
3. The students do not understand well about References and Inferences in English, especially in reading comprehension.
4. The students have difficulties in understanding the meaning of words.
5. The students have lack of main idea in reading.
6. The students have difficulties in reading the narrative text.
C. Limitation of the problem
This research will conducted based on the problem identifications limit in a context. It will focus to Kahoot!
game. The researcher will analyze the effects of the gamification in learning on students‘ reading comprehension.
This research will take place at the Eight Grade Students of SMP Pancasila Bengkulu.
D. Research Question
From the background of the research, the researcher formulates the problem by making research questions as follow:
Is there a significant effect on students‘ reading comprehension taught by using the gamification learning to the students who are not using it?(The students are the Eight Grade of SMP Pancasila Bengkulu).
E. Research Objective
The objective of the research is to explain the significant effects of the gamification in Learning on students' Reading Comprehension at the Eight Grade of SMP Pancasila Bengkulu.
F. Significances of the Research The signifiances of this research are:
1. Practically
a. The results of the research will be used by the researcher as a preliminary step for increasing the ability to learn English as good as possible, particularly in reading comprehension.
b. For the learners, the results of this research will give the additional learning solutions to the proper ways in learning English especially in reading comprehension.
c. For the English Teacher, they will utilize the gamification learning to teach the reading comprehension in order to motivate students in reading. The results of the study could be used to
guide the identification of relevant methods for technique deployment in the English case, particularly in SMP Pancasila Bengkulu.
2. Theoretically
a. The result and the finding of this research will be used as an insight of the teaching of reading comprehension in learning process, and it mainly through discovery learning.
b. The result and the finding of this research will be used as a new science for readers.
c. And the result and the findings of this research will serve the strengthen perception of the principle of gamification learning in literacy.
G. Definition of Key Terms
There are some variable to control this research in order to handle misinterpretation in understanding this study.
It is a briefly explanation about Gamification learning and Reading comprehension.
1. Reading comprehension is reading to gain as much as possible information in a text or sentence. Different from other common readings, reading comprehension has a goal to construct the reader mind in understanding the over all messages in a text or sentence.
2. Gamification in learning is a use of game attributes, as defined by the Bedwell‘s taxonomy. Gamification is also defined as a learning approach using elements in games or video games with the aim of motivating students in the learning process and maximizing feelings of enjoyment and engagement with the learning process. Besides this media can be used to capture things that interest students, it also can inspire him to continue.
3. Narrative text is a text which is written to entertain people and to tell a story, contains about story fiction, non- fiction, tales, folktales, fables, myths, epic and its plot consists of climax of the story (complication) then followed by the resolution.
14
CHAPTER II REVIEW OF LITERATURE
A. Definition of Reading
To define what reading is some statements can be presented in the following. Hesham (2004) states that
―Reading can be seen as an interactive‖ process between a reader a text which leads to automaticity or reading fluency, reading also can be defined as a conscious and unconscious thinking process. The reader allies many strategies to reconstruct the meaning that the author is assumed to have.
Lori said that: ―Reading‖ is described as set of interlined skills needed to learn from reading in order to comprehend meaning from varied texts (Lori, 2017).
Reading comprehension has been instructed from the children level all the way up to the college level. Perusing could be expertise that must be aced in any address at the college level. Discernment and thought are moreover included in perusing comprehension. This is going on
because all lectures are integrated with numerous manners of reading activity such as reading text, article, journal, and so on. Reading enterprise that has been done by the edge students is a kind of comprehensive reading. In reading comprehension process, there are some stages that should be known such as literal, inferential, critical, and creative. In literal comprehension stage, students are required to understand the information that explicitly stated in the text.
Literal comprehension is the lowest stage of comprehension.
Even though this comprehension is in the lowest stage, it is important as a requirement to the next higher stage. The second stage of comprehension is inferential comprehension where it is emphasized on the comprehension to understand the information that implicitly stated in the text (Kocarslan, 2016: 675-686). Communication is a process of passing symbols from the source to the recipient (Amin et al., 2021:
623). To understand the text inferentially is to know what is the information implied in text. In this time, readers use the information that explicitly stated in text, back ground of
knowledge, and personal experience to make hypothesis. The next stage of comprehension is critical comprehension where students are required to master the ability to evaluate text material. Educators should provide a learning experience and learning method that suitable to the students so students can enhance their readings comprehension.
The students who have good reading comprehension will easier to comprehend the inevitable meaning in every subject learning. Reading is a primary proficiency of students to appreciate the message distributed through writing.
Therefore, expanding reading comprehension continuously is not only the aim of teaching but moreover the obligation to improve students‘ reading comprehension. Good motivation from inside or outside. In minority, reading enthusiasms should be motivated to get a lot of knowledge and experience. Fostering and developing students' interest in reading is not only the accountability of language lecturers but responsibility among all domains.
B. Definition of Reading Comprehension
Reading comprehension can be defined in a variety of ways. Nuttal (1996) defines comprehension and reading separately. According to Nuttal (1996:40) quoted in Rizal (2017, p. 493) understanding is understanding what has been read rather than spelling words. Reading is defined as the interpretation of verbal symbols both orally and in writing.
From Nuttal's statement, it can be concluded that there are two things, first, reading activity is understanding the reading text that is read by the reader, in this case reading is not just spelling or saying the words contained in the reading text.
Second, reading activities are important to know the meaning and interpret the language symbols that are printed in written form. In this case, the reader's cognitive ability is very helpful to accelerate the understanding of the text they read (Rizal, 2017).
Reading comprehension is a multifaceted process with numerous components. Readers must be able to recall or interpret information after reading. In this case,
comprehension is dependent not only on the reader's characteristics, such as understanding and ability to remember, but also on language comprehension, including basic reading skills, elaboration, vocabulary, sensitivity to text structure, deviation, and motivation. It also necessitates the effective application of strategic processes such as metacognition and comprehension monitoring. Readers with strong comprehension skills can move quickly from the learning-to-read stage to the ultimate reading goal (Rombot et al., 2020).
Reading comprehension is the ability to comprehend what the reader read. It means that the reader must ensure that they understand the author‘s point. Reading without comprehension appears to be a waste of time without understanding, reanding for pleasure or knowledge of text.
Someone whi considered comprehension while reading could mostly tell the content of the text, answer question related of the text and draw consulusion. Some reading skills should be mastered by the reader. They are learning to recognuse
definition or vocabulary, as well as signal word, main ideas.
In paragraps, and how to summarise. Students gradually progress from a general understanding of what something means to a deeper level of understanding ( febriani &
jono,2021).
Klinger, 2018 qouted in Nasution, et al (2018, p. 266) explains that reading comprehension is an interrelated process that involves a lot of interaction between readers and what they read, as well as variables related to the text itself.
Snow (2002, p. 11) qouted in Komariah, et al (2015, p. 89) suggests that reading comprehension is the process of seeking and forming meaning through interaction and participation with written language. In addition, the Ontario Ministry of Education stated that reading comprehension is a process of understanding complex and diverse texts that demands thinking and problem solving skills of readers (Nasution, et al. 2018). So reading comprehension is the relationship between the reader and the reading text in an
interrelated process to interpret the meaning of the reading text
Reading comprehension, as describe above, is a complex process in which the reader attempts to construct meaning by reading words, information from the text, evaluating the information, and then comparing the information in the text with background knowledge. By studying reading comprehension, one can find meaning, information, main idea, and understand the content of the text.
Comprehension skills are cumulative, they are built on other understandings that are seen as mastery of skills such as identifying words, finding main ideas, or identifying causal relationships. The reading comprehension questions used in this study refer to the formulation developed by Sharpe. Sharpe (2004:316) in Rizal (2017, p. 494) identifies five types of questions commonly used in reading tests, namely (1) questions that aim to find out the main idea, (2) vocabulary questions in context, (3) scanning for details, (4) making inferences, and (5) finding references.
1. Main Idea
The main idea is the big idea developed from the paragraph, sometimes contained in explicit keywords in an implicit message. The Main Idea usually appears at the beginning of the paragraph. The first sentence often describes the topic discussed in the reading text. Finding the main idea is very important when the reader reads the text, because it tells about what is in the story. The reader will not understand the purpose of the text unless they understand the main idea.
2. Vocabulary
The success or failure of a person's communication with others depends on the understanding of the vocabulary they have. This shows that understanding the meaning of words in the vocabulary is very important. This is critical because learning vocabulary is the foundation for learning sentence structure and other language skills. Learning a large vocabulary will make it easier to read, write, listen to, and speak English. Vocabulary means understanding the meaning
of words and their use, which facilitates reading comprehension and knowledge accumulation.
3. Scanning for details
Scanning for details is a supporting idea that explains the main idea related to the reading topic. Supporting ideas help readers to find out more detailed information about the main idea in a text. Scanning for details provides readers with answers to questions they may have before they ask them.
4. Inferences
Inferences are drawing conclusions from reading texts based on the reader's logic to help them understand what they read.
Readers will make conclusions from the reading text to answer questions based on the understanding they gain during reading the reading text.
5. References
References refer to something that has a different meaning.
References are used to avoid redundant use of words or phrases. This means that the words are used as signals for the
reader to find their meaning elsewhere in the text or in things called pronouns.
C. Purpose of Reading
People have a reason why they read something. If someone finds a person who read a novel then they ask their reason why they read a novel then find another one who read a novel and ask the same thing, the answer of each of them is probably different. It will find a variety of reasons for reading. Whatever the reasons of people for reading, they read because they need to have something from the text. It is called message: it might have been facts, but could just as well have been enjoying, ideas, and feelings. Whatever the reasons, readers probably needed to have the message that the writer intended Martha Rapp Ruddell (2007). Education is learning intending to gain knowledge and skills and everything that will be learned and needed in the future Delaney et al, (2020); qouted in Amin et al,( 2021).
Furthermore, according to Grellet (1981), there are only two main reasons for reading. The first is reading for
pleasure and the second one is reading for getting information. Every people often read something because it interests them or at least it will interest them. Sometimes, however, it is not the fact that a text might be interesting which causes someone to read, it is rather the usefulness of the text that prompts this action. It also can be concluded that someone reads because of two main reasons which are for pleasure and getting information.
Extrinsic motivation arises from external influences from individuals, such as orders and even coercion from others so that students will do something Daniati et al, (2020) qouted in Winata et al, (2019). While motivation is determined by participation in seeking pleasure, the goal in which the activity itself becomes to increase student motivation Aprilia et al, (2020) qouted in Franco et al, (2019). Motivation to learn in students must be increased so that they can participate in learning enthusiastically to get satsfactory results Amin, Alimni, et al. (2021)
D. Skills in Reading Comprehension
Education in Indonesia, one of which is the elementary school level, where at this level, education is needed in order to continue to a higher level, namely the secondary level. If education at the elementary school level can be reached, it will be easier for students to continue with higher education Amin, Alimni, et al. (2021). Students must practice reading extensively and use specific techniques in order to improve their reading skills. The ability of the students is to comprehend the text is depend on their ability to use strategy to grab what the writer says. It means that the technique aids students in comprehending the text they read. There are four styles of reading skills, those are skimming, searching, exhaustive, and in- depth.
a. Skimming
Skimming may be a profitable aptitude to have whereas reading. It means that glance rapidly over a text to get the list of it. It assumes that skimming is used to instill trust in students and to demonstrate them that it is
possible to learn meaning without reading every word in a document.
b. Scanning
Scanning means the glancing rapidly through a text to search for a specific piece of information. A member for illustration might look at the list of names in a phone registry to discover a phone number.
c. Intensive Reading
Intensive reading is reading shorter text to extract some specific information. This is a more accurate activity to involve reading for detail. Intensive reading involves in approaching the text under the guidance of a teacher or a task that forced the student to focus on the text. The aim is to arrive at an understanding, not only of what the text means but also how the meaning is produced. The ―how‖
is as important as the ―what‖ for the intensive lesson is intended primarily to train strategies which the student can go on to use with other text.
d. Extensive Reading
Extensive reading involves somewhat longer texts.
Those texts can be journal articles, technical reports, longer essays, and books. This type of reading always involves a focus on meaning. It is often assumed that in order to understand the whole message of a particular reading material understanding the parts (sentence, paragraphs, and chapters) in which it is made up is a necessary. However, in obtaining an understanding of a text often could be done without getting every part of it in order to understand the whole needs in reading strategies which can be trained only by practicing a longer text.
E. Elements Affecting Reading Comprehension
According to National Reading, Panel in Tompkins article states that there are some elements affecting students reading comprehension. Those elements are divided into two main categories which are reader and text.
a. Reader
1) Background Knowledge
Students activate their world and literary knowledge to link what they know to what they are reading.
2) Vocabulary
Students recognize the meaning of familiar words and apply word-learning strategies to understand what they are reading.
3) Comprehension Strategies
Students actively direct their reading, monitor their understanding, and troubleshoot problems when they occur.
4) Comprehension Skill
Students automatically note details that support main ideas, sequence ideas, and use other skills.
5) Motivation
Motivated students are more engaged in reading, more confident, and more likely to comprehend successfully.
b. Text 1) Genre
Genres have unique characteristics, and students‘
knowledge of them provides a scaffold for comprehension.
2) Text Structure
Students recognize the important ideas more easily when they understand the patterns that authors use to organize text
3) Text Feature
Students apply their knowledge of the conventions and literary devices used in texts to deepen their understanding.
F. Reading Comprehension Skills for Junior High School Reading comprehension preservations are utilized to get it what has been studied. In Indonesia, English has been assigned as a outside dialect. Be that as it may, this does not cruel that the result of instructing English in school was inducing, in spite of the truth that instructing the perusing way is persistently instructed inside three a long time of senior tall school.
Reading under studies to lock in in their learning preparatioin and offers a few benefits in finding essential information. It may be a wide subject that educates understudies almost an assortment of subjects, counting instruction, legislative issues, social issues, community, religion, and health. Perusing will give you with all of that information. Amin, Zubaedi, et al. (2021)Motivation to learn in students must be increased so that they can participate in learning enthusiastically to get satisfactory results.
Nowadays, Permendikbud (2018) states that at senior high school, teaching reading aspires to expand learners‘
skill in reading comprehension. As the fundamental capability 2013 of the first-grade senior tall school, understudies are anticipated to get it social part, content structure, and dialect highlights whereas perusing clear, portrayal, describe writings, informative writings, and so on in verbal and composed shape.
Based on the theoretical explanation above, the researcher concludes that the English reading comprehension
at junior high school student in this research context is one of the skills that must be understood by the students at the junior high school level when they learn read an English text or sentences. As for the indicators regarding English reading comprehension, namely:
a. Vocabulary
b. Scanning for details c. Main Idea
d. References e. Inferences
G. Gamification in Learning English
1. Definition of Gamification in Learning
The concept of ―Gamification‖ which has become popular since 2010 is revealed itself in the business world, health, and education areas. Likewise, Dominguez et al (2013) defined gamification as including game elements in a non-game implementation to increase user experience and interest. In addition, the gamification as applying game designs to the non-game processes. When the
definitions in the Turkish studies are examined, Bozkurt (2014) described that gamification as the implementations regarding the game philosophy that increase individual motivation and convert the process interesting for the participants.
Furthermore, Gokkaya (2014) defined gamification as an educational platform that aims to internalize the extrinsic motivations of individuals and rewards along with feedback. When the definitions were examined, gamification can be defined as equipping non-game processes with game design elements. There are approaches in the literature that are confused with gamification. The first of these is game-based learning.
The use of the expression ―game‖ in gamification, just like in game-based learning, may cause this similar perception problem. Unlike game-based learning; in gamification, ―game‖ finds its place not as an actor but as a philosophy. Therefore, gamification and game-based learning are different and should not be confused (Bozkurt
& Genç-Kumtepe, 2014). The gamification in learning is an effort to implement the learning plan that has been arranged in the real activity for the learning objectives that have been prepared optimally Sanjaya (2007).
Gamification in learning not only converts routine activities into games but redesigns the work process with game mechanisms for a pleasant experience (Wood &
Reiners, 2015). Gamification focus is the user or in this case the student. The game mechanism in gamification ensures the emergence of a sense of fun by students' millennial generation (Schnepp, 2014). Game mechanisms are able to build motivation and a sense of fun in the learning process to handle a problem through a pleasant experience.
2. Advantages of Gamification
a. Facilitating student learning experiences in the classroom (Barab et al., 2009 Lui, 2013).
b. Involving persistence, intelligence, practice, and learning with the aim of achieving success (Gray, 2012 in Lui, 2013).
c. Addressing students' emotional needs and providing opportunities to turn negative emotions into positive experiences (Lee & Hammer, 2011 in Lui, 2013).
d. Learning becomes more fun, encourages students to complete their learning activities, helps students focus more on and understand the material being studied, and gives students opportunities to compete, explore and excel in class (Jusuf, 2017).
e. Helping the development of cognitive and physical aspects of adults, increasing the level of an active role of students in the class, and helping learners understand the material (Deese, 2016 in Setyowati, 2017).
f. Making students more active, directly involved, and motivated in learning (Flores, 2015).
g. Increasing user interest in software such as angry bird (for physics lessons), pokemon (for language lessons, art, science, maps), and Minecraft (for architecture lessons) (Zichermann & Cunningham, 2011 in Jusuf, 2017).
h. Allowing students to receive immediate feedback on their progress in the classroom and appreciation for completed assignments (Kapp & Cone, 2017).
The Gamification in learning according to Moncada &
Moncada (2014) has advantages as follows:
a. Increase motivation
The learning process by using gamification can increase the student's motivation in learning. Students will feel happy because learning is more varied.
Increased motivation will increase student interest to follow the full lesson.
b. Enhance creativity
The use of gamification in accounting learning requires students to think creatively. The Gamification learning method requires students to find a way out and think of strategies for running the game. Gamification reduces students' dependence on teacher delivery.
c. Increase interest
Gamification stimulates student interest that can increase interest. The advantages of computer-based gamification according to Schneep (2014:3) are able to facilitate the millennial generation to learn according to their growth characteristics with technology. Learning using gamification will be easily accepted by them.
According to Heni Jusuf (2016:2) gamification has 3 psychological advantages, namely cognitive, emotional, and social, so it can increase the motivation of players in learning something.
The gamification has some advantages in learning according to Adnan (2013) as follows:
a. Learning becomes more fun
b. Encouraging students to complete their learning activities
c. Helping students focus more and understand the material being studied
d. Providing students opportunities to compete, explore and excel in the classroom.
The gamification has some advantages in learning according to Prensky (2006) as follows:
a. Grow motivation and there are rules and goals b. Making students interactive
c. Enhancing creativity through competition and challenges
d. Generating fun during the process
e. Increasing self-actualization through successful encouragement
According to Heni Jusuf (2016:3), the advantages of gamification in learning compared with other methods, namely:
a. Learning becomes more fun
b. Encouraging students to complete their learning activities
c. Helping students focus more and understand the material being studied
d. Giving students opportunities to compete, explore, and excel
3. Weaknesses of gamification
a. Games in gamification are predictable and tend to be boring.
b. Games become meaningless if the learning objectives are not well described or are not achieved.
c. Often playing games can be psychological.
d. Rewards given to students can be used as an external motivation but it is much better if students have internal motivation in learning.
e. The game is the rules. Applying games to learning may even create experiences that are adjusted to the rules so
that in the end it still feels like the experience of learning at school in general.
However, if not applied maturely gamification will create several problems according to Adnan (2013), such as:
a. Predictable and boring
b. Be meaningless, if the learning objectives are not well described
c. Destructive psychology
4. Use of gamification in the Teaching of English
Gamification in the world of education plays a very important role to motivate the students to deeply engage with the teaching and learning process carried out in the classroom since the teachers oftentimes get difficulties to encourage their students to stay tuned in the process of delivering the materials. Gamification offers a new kind of interactive learning by which the teachers provide a more enjoyable and interactive way to the students so that the students do not only gain knowledge but they also
experience something new and interesting from gamification.
There are several types of online gamification that can be implemented in the teaching of English, as follows:
a. Kahoot!
Kahoot! is game show review games, launched in August of 2013. In a standard Kahoot! game, questions are displayed to students on a projector or display.
Students respond on their own devices.
b. Quizizz
Quizizz takes the excitement of a game show-style review game and puts the whole experience in the students‘ hands. With a traditional Kahoot! game, everyone sees the question and possible answers on the projector and answer simultaneously. Quizizz is different because the questions and possible answers are displayed individually on student devices.
c. Quizlet Live
Quizlet‘s foray into the game show-style review is the best collaborative game. Instead of students answering individual questions on their individual devices, Quizlet puts students in groups. All possible answers are divided amongst the devices of all students participating. Think of three students with 12 possible answers. They are divided up with four on each device, so the answer may or may not be on your device.
Teams race to get all answers correct in a row to win.
d. Gimkit
Gimkit (gimkit.com) is like Quizizz with power-ups.
In Quizizz, students collect points cumulatively throughout the game. In Gimkit, students use their points to buy power-ups in the store. Power-ups let students earn more points per question, get additional points when they hit a streak, and even lose less points when incorrect.
e. Baambozzle
Baamboozle is a fun game to play with our class as a bell ringer, check in, or review lesson. Play from a single device on a projector, smart board or in an online lesson. No student accounts are needed. It is simple to set up.
f. Factile
Factile lets you create or play jeopardy-style quiz games for our classroom.
g. Quizalize
Quizalize is another quiz-based website. Teachers can create quizzes with multiple- or two-choice question sets or single-word responses
h. Wordwall
With Wordwall we can make custom activities like quizzes, matchups, word games, and more for our classroom. Wordwall activities can also be printed out directly or downloaded as a PDF file. The printables
can be used along with the interactive or as stand-alone activities.
5. Step to Implement Gamification in Learning
The steps to implement the gamification in learning are as follows:
a. Adapt old-school games for classroom use
Scavenger hunts, bingo, dice games, Connect Four, and Scrabble have been around for decades and can be adapted for classroom learning. Put vocabulary words on bingo cards and see if students can match the words after hearing the definitions. Working in groups, students can play Scrabble by spelling out answers to content-specific questions. Try a scavenger hunt. If students are remote you might provide students with a list of items to find around their home and then share on Zoom or during a Google Meet.
b. Play digital games
Students love playing Kahoot, Quizizz, Quizlet Live, Gimkit and the newest online trivia and games,
Blooket. These free platforms allow teachers to create multiple-choice questions that players answer on their own devices. Teachers can also choose from the thousands of quizzes already shared on these sites or create content-specific questions to use as pre- assessments, quizzes, or exit tickets. Breakout EDU also has a collection of digital games, puzzles, and ciphers that promote critical thinking in online learning.
Quizzes are a form of retrieval practice, which is firmly rooted in the learning sciences as a method to help people remember and cement their learning. A summative analysis of over 200 experiments conducted across 70 years indicates that retrieval practice, that is when you force yourself to remember — whether it‘s a quiz, a flashcard, or a game — you are more likely to remember and learn the content than if you were to flip through your notes a few times.
c. Create a quest
A quest is a mission with an objective. Every year my students participate in an adventure quest based on the weekly current events reading. Students who correctly answer specific text-dependent questions earn points. The student with the most points after six weeks wins a prize. I post additional questions on Remind and Twitter to allow students to earn extra points. Quests can also be independent projects or activities for the students who have finished their work.
d. Battle it out with a boss battle
In gaming, a ―boss‖ is a villain who the hero must defeat to save the day. Think of the monster at the end of each level in the original Super Marios Bros. who must be defeated before moving to the next level. On the gamification platform Classcraft, teachers can create their own boss battles and quests using questions from any content area. Teachers can also create boss battles using Google Forms or Google Slides
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
H. Previous Studies
Before the researcher do is research, the researcher had read some researcher which had relevance. There were some studies that had been constructed in Gamification Learning and Reading Comprehension.The first research is written by
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.
52
CHAPTER III RESEARCH METHODOLOGY
A. Research Design
The method of this research refer to quantitative research with two variables. Then design of this research experimental which uses two classes as experimental class and controlled class. Sampling technique is a way or technique to obtain samples Sugiono (2013). which used for researchers to use in this study is purposive sampling where eighth grade students of Pancasila Bengkulu Junior High School as object criteria in the research. Only the students in experimental class will be taught by using short story during the reading process as the treatment of the research. The data will be collected from pre-test and post-test score. The design of experimental and controlled class as follows:
Table 3.1 Test Experimental Design
Group Step I Step II Step III
Experimental Pre- test
Questionnaire Gamification
treatment
Post- Test
Control Pre-
test Questionnaire Post- Test The table above shows that both classes will give a pre- test and post-test in this research, but the difference is in giving the treatment. In experimental class, Gamification will give as a treatment to the students in the learning process. In dissimilarity, for the controlled class, there will be no treatment which implemented in teaching reading comprehension. Afterwards, a post test will be administered in order to investigate the result of the treatment.
B. Population and Sample 1. Population
The population is the whole research subject if someone wants to examine all the elements which are exist in the research area. Based on the statement, the population in this
study is eight Grade students‘ of SMP Pancasila Bengkulu 2021/2022 which consists of three classes. The number of populations are 85 students where 35 students of VIII 1, 32 students of VIII 2, and 23 students of VIII 3.
Table 3.2 Population
Class Total
VIII 1(Eight Grade 1) 35(Thirty five) VIII2 (Eight Grade 2) 32(Thirty two) VIII3 (Eight Grade 3) 23(Twenty three)
2. Sample
The sample of this research will be consist of 35 students in the class VIII1 (controlled class) and 32 students in the class VIII2 (experimental class) in the second year of 2021/2022.
Table 3.3 Sample
Class Total
controlled class 35 experimental class 32
