Gamification on Netboard: The Students’ Perceptions of its Practice in ESP Classroom

Fauzul Etfita; Sri Wahyuni; Estika Satriani; Asnawi Asnawi; Fermita Yuliasma

doi:10.35445/alishlah.v15i4.3380

Gamification on Netboard: The Students’ Perceptions of its Practice in ESP Classroom

Fauzul Etfita, Sri Wahyuni, Estika Satriani, Asnawi Asnawi, Fermita Yuliasma

Abstract

Gamification is a learning approach that uses element from games to motivate students in the learning process and enhance feelings of enjoyment and engagement with the learning process This research aimed to investigate the students’ perception toward gamification as applied in English Language Education. This research was conducted at a private university in Riau, and the sample was 47 students of the sixth semester. This research used descriptive-quantitative approach, and the instrument is questionnaire. The questionnaire consists of 35 questions, divided into 7 indicators. The results of this study were processed quantitatively using the Likert scale formula. The result of this research indicates that students were dominant agreed with the 35 statements of 7 indicators about gamification. The research found that the 1^stindicator agreed with index 68.65%, the 2^ndindicator agreed with index 71.47%, the 3^rdindicator agreed with index 68.65%, the 4^thindicator agreed with index 67.16%, the 5^thindicator agreed with index 71.1%, the 6^thindicator agreed with index 71.7%, and 7^th indicator agreed with index 70.8%. Therefore, gamification is a platform that suitable for teachers and students in the learning process, especially in learning English for specific purposes.

Keywords

Netboard, Gamification, ESP

Full Text:

PDF

References

Acosta-Medina, J. K., Torres-Barreto, M. L., & Cárdenas-Parga, A. F. (2021). Students’ preference for the use of gamification in virtual learning environments. Australasian Journal of Educational Technology, 37(4), 145–158. https://doi.org/10.14742/ajet.6512

Alabbasi, D. (2017). Exploring Graduate Students’ Perspectives toward Using Gamification Techniques in Online Learning. Turkish Online Journal of Distance Education, 18(3), 180–196.

Alharthi, S. (2020). Assessing Kahoot’s Impact on EFL Students’ Learning Outcomes. 2020 TESOL International Journal, 15(5), 31–64.

Asiri, M. J. (2019). Do Teachers’ Attitudes, Perception of Usefulness, and Perceived Social Influences Predict Their Behavioral Intentions to Use Gamification in EFL Classrooms? Evidence from the Middle East. International Journal of Education and Practice, 7(3), 112–122. https://doi.org/10.18488/journal.61.2019.73.112.122

Asmali, M. (2021). Integrating Technology into ESP Classes: Use of Student Response System in English for Specific Purposes Instruction. Teaching English with Technology, 18(3), 86–104. http://www.tewtjournal.org

Bende, L. (2017). Encouraging high school students to become autonomous EFL learners. EduLingua, 3(1), 53–65. https://doi.org/10.14232/edulingua.2017.1.4

Dwi, M. (2020). Pemanfaatan Teknologi Pendidikan Di Masa Pandemi Covid-19: Penggunaan Fitur Gamifikasi Daring Di Universitas Muhammadiyah Pringsewu Lampung. Al-Jahiz: Journal of Biology Education Research, 1(1), 14.

Etfita, F., & Wahyuni, S. (2020). Developing english learning materials for mechanical engineering students using padlet. International Journal of Interactive Mobile Technologies, 14(4), 166–181. https://doi.org/10.3991/IJIM.V14I04.12759

Filippou, J., Cheong, C., & Cheong, F. (2018). A model to investigate preference for use of gamification in a learning activity. Australasian Journal of Information Systems, 22, 1–23.

Garland, C. M. (2015). Gamification and Implications for Second Language Education : A Meta Analysis.

Giannikas, C. N. (2019). Technology-enhanced Curriculum Development in the ESP Tertiary Context. In ESP teaching and teacher education: current theories and practices (pp. 95–110). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.33.928

Gokbulut, B. (2020). The effect of mentimeter and Kahoot applications on university students’ E-learning. World Journal on Educational Technology: Current Issues, 12(2), 107–116. https://doi.org/10.18844/wjet.v12i2.4814

Hussain, S. Y. S., Tan, W. H., & Idris, M. Z. (2014). Digital game-based learning for remedial mathematics students: A new teaching and learning approach In Malaysia. International Journal of Multimedia Ubiquitous Engineering, 9(11).

Jusuf, H. (2016). Penggunaan Gamifikasi dalam Proses Pembelajaran. Jurnal TICOM, 5(1), 1–6.

Kiili, K., Ketamo, H., & Kickmeier-rush, M. D. (2014). Eye tracking in game-based learning research and game design.

Lin, J. (2022). The Effects of Gamification Instruction on the Roles of Perceived Ease of Learning, Enjoyment, and Useful Knowledge toward Learning Attitude. In TOJET: The Turkish Online Journal of Educational Technology (Vol. 21, Issue 2). https://orcid.org/0000-0003-2712-6554

McGrath, N., & Bayerlein, L. (2013). Engaging online students through the gamification of learning materials: The present and the future. 30th Annual Conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013, 573–577.

Mee Mee, R. W., Pek, L. S., Yee Von, W., Abd Ghani, K., Tengku Shahdan, T. S., Ismail, M. R., & Subba Rao, Y. (2021). A conceptual model of analogue gamification to enhance learners’ motivation and attitude. International Journal of Language Education, 5(2), 40–50. https://doi.org/10.26858/ijole.v5i2.18229

Nimasari, E. P. (2018). An ESP Needs Analysis: Addressing the Needs of English for Informatics Engineering. JEES (Journal of English Educators Society), 3(1), 23–40. https://doi.org/10.21070/jees.v3i1.1085

Pranatawijaya, V. H., & Priskila, R. (2019). Pengembangan Aplikasi Kuesioner Survey Berbasis Web Menggunakan Skala Likert dan Guttman. Jurnal Sains Dan Informatika, 5(2), 128–137. https://doi.org/10.34128/jsi.v5i2.185

Rahman, M. (2015). English for Specific Purposes (ESP): A Holistic Review. Universal Journal of Educational Research, 3(1), 24–31. https://doi.org/10.13189/ujer.2015.030104

Rajšp, A., Beranič, T., Heričko, M., & Horng-jyh, P. W. (2017). Students ’ Perception of Gamification in Higher Education Courses. 69–75.

Reed, D. K., Martin, E., Hazeltine, E., & McMurray, B. (2020). Students’ Perceptions of a Gamified Reading Assessment. Journal of Special Education Technology, 35(4), 191–203. https://doi.org/10.1177/0162643419856272

Salmani-Nodoushan, M. A. (2020). English for Specific Purposes: Traditions, Trends, Directions. Studies in English Language and Education, 7(1), 247–268. https://doi.org/10.24815/siele.v7i1.16342

Schell, J. (2014). The Art of Game Design: A Book of Lenses, Second Edition (2nd ed.). A K Peters/CRC Press. https://doi.org/10.1201/b17723

Solanki, D., Shyamlee1, M. P. (2012). Use of tehcnology in English language teaching and learning: An analysis. International Conference on Language, Medias and Culture, 33, 150–156.

Suryani, & Hendryadi. (2015). Metode Riset Kuantitatif Teori dan Aplikasi pada Penelitian Bidang Manajemen dan Ekonomi Islam (Suwito, Ed.; 1st ed.). Prenadamedia Group.

Turan, Z., Kucuk, S., & Karabey, S. C. (2022). Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools. Participatory Educational Research, 9(4), 172–189. https://doi.org/10.17275/per.22.85.9.4

Umamah, A., & Saukah, A. (2022). Digital Game-Based Learning (DGBL): The Voice of EFL University Students and Teachers. PASAA Journal, 63, 279–314.

Vathanalaoha, K. (2022). Effects of Gamification in English Language Learning: The Implementation of Winner English in Secondary Education in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 830–857. https://so04.tci-thaijo.org/index.php/LEARN/index

Wang, C., Wang, H., & Luan, X. (2020). Construction of Modular-Based Curriculum Framework for Medical English Teaching in China. English Language Teaching, 13(12), 37. https://doi.org/10.5539/elt.v13n12p37

Yaccob, N. S., Abd. Rahman, S. F., Azlan Mohamad, S. N., Abdul Rahim, A. A., Khalilah Abdul Rashid, K., Mohammed Abdulwahab Aldaba, A., Md Yunus, M., & Hashim, H. (2022). Gamifying ESL Classrooms through Gamified Teaching and Learning. Arab World English Journal, 8, 177–191. https://doi.org/10.24093/awej/call8.12

Zainuddin, Z. (2023). Integrating ease of use and affordable gamification-based instruction into a remote learning environment. Asia Pacific Education Review. https://doi.org/10.1007/s12564-023-09832-6

DOI: https://doi.org/10.35445/alishlah.v15i4.3380