Increasing students' motivation, speaking proficiency, and willingness to speak through gamified learning

Perti Rosanda; Hilda Puspita; Adelia Puspa; Rani Surahman

doi:10.20414/transformasi.v21i1.13513

Authors

Perti Rosanda Universitas Bengkulu, Bengkulu, Indonesia
Hilda Puspita Universitas Bengkulu, Bengkulu, Indonesia
Adelia Puspa Universitas Bengkulu, Bengkulu, Indonesia
Rani Surahman Universitas Bengkulu, Bengkulu, Indonesia

DOI:

https://doi.org/10.20414/transformasi.v21i1.13513

Keywords:

gamified learning, english communication skills, students’ motivation

Abstract

[Bahasa]: Kegiatan pengabdian kepada masyarakat ini adalah inisiasi dari adanya urgensi pentingnya kemampuan bahasa Inggris dan kurangnya motivasi siswa sekolah menengah untuk berkomunikasi menggunakan bahasa Inggris. Dengan menerapkan metode Gamified Learning, program ini bertujuan untuk mewadahi pelajar untuk berlatih menggunakan berbahasa Inggris dengan kegiatan atau aktifitas dalam bentuk permainan tradisional yang interaktif, menyenangkan, dan efektif, sehingga siswa termotivasi untuk berbicara dalam bahasa Inggris di berbagai situasi dan meningkatnya kemampuan berbicara dalam Bahasa Inggris. Dengan memadukan prinsip-prinsip desain permainan ke dalam proses pembelajaran, metode ini menawarkan pendekatan inovatif yang dapat memotivasi siswa untuk berkomunikasi menggunakan bahasa Inggris. Metode ini sekaligus dapat mendorong pembelajaran berkelanjutan dan menginspirasi guru untuk menerapkannya di kelas formal dan informal. Peserta pelatihan melibatkan 35 siswa di bukan kelas unggulan, dengan rentang kemampuan bahasa Inggris rendah hingga cukup baik. Siswa terlibat dalam aktifitas pembelajaran yang mengadaptasi elemen permainan yaitu lucky box game, daily routine hidden game, dan passing me picture dalam mempelajari materi explaining daily routines. Uji efektivitas komunikasi kegiatan ini diperoleh melalui survei, observasi, dan wawancara kepada siswa yang terlibat dalam kegiatan iniHasil pengabdian menunjukkan terdapat perbedaan sikap dan pandangan siswa terhadap pembelajaran Bahasa Inggris, sebelum dan setelah pelaksanaan kegiatan. Hasil dari kegiatan ini memberikan wawasan tentang potensi gamified learning sebagai metode inovatif dalam meningkatkan motivasi belajar siswa sekolah menengah dalam berkomunikasi dalam bahasa Inggris dan meningkat kemampuan berbicara. Kegiatan dan evaluasinya dapat menjadi landasan untuk pengembangan lebih lanjut dalam pengajaran bahasa dan juga memberikan kontribusi pada pemahaman tentang penggunaan teknologi dan desain permainan dalam konteks pendidikan.

Kata Kunci: gamified learning, kemampuan komunikasi bahasa inggris, motivasi siswa

[English]: This community service program was initiated in response to the urgent need for English language proficiency and the lack of motivation among secondary school students to use English in communication. By implementing Game-Based Learning, this program aims to provide students with opportunities to practice English through interactive, enjoyable, and effective traditional game-based activities. This method offers an innovative approach by integrating game design principles into learning to motivate students to communicate in English. This method can promote sustainable learning in students' speaking proficiency and inspire teachers to apply it in formal and informal classroom settings. This community service program involved 35 non-honours class students with English proficiency levels ranging from low to moderate. Students were engaged in gamified learning activities, which adopted game elements, namely the lucky box game, the daily routine hidden game, and passing me a picture. The effectiveness of the communication aspect of this activity was evaluated through questionnaire surveys, observations, and interviews with the participants involved in the training. The results show a noticeable shift in students' attitudes and perceptions toward learning English, which was observed before and after the implementation of the activity. Outcomes of this program provide insights into the potential of gamified learning as an innovative method to enhance students' interest and motivation in learning English at the secondary level. The activity and its evaluation may serve as a foundation for further development in language teaching and contribute to the broader understanding of technology and game design use in educational contexts.

Keywords: gamified learning, english communication skills, students’ motivation

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