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The Use of Gamification in Teaching Vocabulary of 11th Grade Students at
SMAN 4 Mataram
Baiq Aisyah1, Lalu Muhaimi2, Arafiq3
1,2,3English Education Department, Faculty of teacher Training and Education, Univeristy of Mataram, Indonesia
Received : January 15, 2024
Revised : June 29, 2024
Accepted : June 29, 2024
Published : June 30, 2024
Corresponding Author
Baiq Aisyah
aishaprasetyaahmadii@gmail.com
DOI: 10.29303/jeef.v4i2.576
© 2024 The Authors.
This open access article is
distributed under a (CC-BY License)
Abstract: This study delves into the transformative potential of integrating gamification principles
into vocabulary learning for 11th-grade students at SMAN 4 Mataram. Vocabulary acquisition is
critical for academic progress, especially in preparation for standardized exams and college
admissions, yet conventional methods often lack student engagement. Gamification, defined as the
incorporation of game elements into non-gaming contexts, emerges as a promising strategy. The
research explores how English teachers at SMAN 4 Mataram employ gamification, addressing
questions about the types used, advantages gained, and obstacles faced. Using a qualitative
descriptive approach, the study identifies two principal gamification classifications: content
gamification, involving modifications to educational materials, and structural gamification,
integrating game elements without altering content. Teachers utilize diverse gamification
methodologies, fostering interactive learning environments. Challenges include accommodating
diverse student abilities and aligning with evolving curriculum requirements. Theoretical
implications span educational gamification, cognitive processes in vocabulary acquisition, and
motivation theories. Practically, the study aims to enhance students' vocabulary skills, academic
performance, and engagement, offering valuable insights for educators and policymakers in
leveraging gamification for improved language learning outcomes.
Keywords: gamification, vocabulary learning, teaching strategy
INTRODUCTION
Vocabulary stands as a crucial element in the journey of
acquiring a language indispensable for the academic progress
of students and effective communication (Cameron in
Rumaisyah et al., 2023). A strong vocabulary holds particular
importance for 11th-grade students who frequently engage in
preparation for standardized exams and college admissions.
Nonetheless, conventional methods of vocabulary instruction
often fall short in capturing students' interest, leading to
diminished retention and motivation levels to acquire new
vocabulary.
The application of game design elements to non-game
contexts is a definition of gamification but until the second half
of 2010 it did not gain widespread acceptance (Deterding et al.,
2011). Besides that, (Deterding et al., 2011) also defined
gamification as the incorporation of video game elements into
non-game systems in order to enhance the experience of the
user or increase user attachment to the environment. Next, the
term gamification was redefined by (Werbach, 2014) as the
process of incorporating game-like elements into non-game
activities. According to (Landers et al., 2014), gamification is
also defined as the process of building a game-like learning
environment by adapting points, leaderboards, and badges of
game design elements to non-game contexts. Gamification,
according to (Kapp, 2012), is not merely the application of
mechanics and elements of a game to create more engaging
learning; rather, it is the concept of enlarging the engagement
of the learners, modifying interactive learning contexts, also
accomplishing the autonomy of students' learning. (Shortt et
al., 2021) stated that some of the visible incentives in the class
such as competitive scores, cumulative scores, rewards, and
badges appear to create expected behaviors from the students.
Utilizing gamification in language learning, particularly
in the realm of acquiring vocabulary, stands as a burgeoning
area of study. Games create a vibrant and engrossing
educational setting wherein students actively engage in the
learning process. Through repetition, comprehension of
context, and real-world application, games have the capacity to
strengthen vocabulary learning, all the while preserving an
enjoyable learning experience.
Gamification, which involves incorporating game
elements and mechanics into non-gaming contexts like
education, taps into the inherent appeal of games, such as
competition, rewards, and interactivity, to enhance the
educational experience. The application of the concept of
dynamics, game techniques, and structures in educational
environments is the basis of gamification. In educational
situations these are expected to increase motivation, establish
attachment to the environment, also encourage individuals to
engage in the desired behaviors (Deterding et al., 2011) ; (Lee
& Hammer, 2011). It is estimated that, the unity of the students
can be built through gamification by the application of game
thinking, game-based mechanics, and game aesthetics to
develop their motivation, encourage them to learn, and help
them find the resolution of the problems (Kapp, 2012). The
primary objective of gamification besides entertainment, is
also strengthen people's attachment to the environment,
motivate them, and let them have access to a variety of diverse
experiences (Lee & Hammer, 2011). (Filippou et al., 2018)
report that gamification is highly effective at enhancing
motivation, learning, participation, and achievement. In a
nutshell, gamification endeavors to utilize the game elements
that maintain motivation and interest during games to similarly
motivate and retain the learner in the system when conveying
specific educational content that would not ordinarily involve
a game. In short, an educational environment through
gamification in education should strive to create a meaningful
culture for the students and help them achieve intrinsic
motivation through the integration of game elements into the
environment.
The gamification strategy entails incorporating game
mechanics into an online community, educational tool,
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website, or other enterprise system in order to increase
engagement and motivation (Deterding et al., 2011). (Lee &
Hammer, 2011), (Kapp, 2012), (Bicen & Kocakoyun, 2018)
think that gamification is an innovative trend in education that
aims to create a more engaging learning process for students
with a learning environment that is fun and humorous. It is also
believed can facilitate and encourage student participation in
learning. Students can experience a sense of enjoyment also
engagement in gamified learning contexts. Besides that, they
also can succeed in overcoming a challenge, receive immediate
feedback until ultimately feel a sense of accomplishment
(Bicen & Kocakoyun, 2018).
The use of gamification activities in previous studies
has been proven that in the class it meet student needs attract
students’ attention (Carless & Lam, 2014), increase student
participation, motivation, and achievement (Buckley & Doyle,
2014); (Domínguez et al., 2013), and helps students adopt such
new behaviors as trying new learning methods (Karataş, 2014).
More time has been spent by students on course-related
materials through a carefully designed gamification process
and it has also been proven (Kalliopi, 2011). Other than that,
higher-level thinking skills such as faster decision-making,
empathizing, performing multiple operations, measuring
knowledge and as well as for developing a commitment to the
class, and assisting students in thinking the unthinkable can be
taught also by this kind of thing. A review of the literature on
gamification reveals that this strategy is widely acknowledged
as highly effective for increasing the motivation and
participation of the digital generation and assisting them in
developing age-appropriate behavior.
This exploration seeks to reveal the transformative
potential when gamification principles are applied to
vocabulary learning within the broader educational context. It
delves into the ways in which gamified approaches not only
enhance motivation and engagement but also offer innovative
tools for expanding one's lexical repertoire. By seamlessly
weaving the excitement of games into the process of
vocabulary acquisition, educators can inspire learners to
actively explore, experiment, and master language in a manner
that is both enjoyable and effective.
RESEARCH METHOD
This study employed a qualitative research approach as
its research design. Qualitative research is a method utilized to
gain insight into the meanings that individuals or groups
ascribe to social or human issues (Sutton & Austin, 2015). The
qualitative method is a means of examining phenomena as
experienced by research participants. This approach involves
comprehensively understanding aspects like behavior,
perception, motivation, and actions, among others. The data
collected using this method is described using words and
language, within the natural context where the phenomena
occur. Various natural techniques, such as interviews,
observations, and discussions are frequently employed in
qualitative research. Therefore, in this study, the researcher
employed a qualitative approach to delve deeply into the
subject matter. This research design was anticipated to
facilitate the acquisition of extensive insights from participants
regarding the investigated issue. Qualitative data were
gathered through questionnaires and interviews, and these data
were subjected to content analysis. The analysis process
entailed the identification of recurring themes and patterns
within the data, aimed at elucidating the utilization of
gamification in teaching vocabulary of 11th-grade students at
SMAN 4 Mataram.
The participants of this study were students and teachers
in SMAN 4 Mataram. In selecting the participants for this
research, certain criteria were set, such as students who had
participated in gamified vocabulary learning programs.
Questionnaires were used to explore the students' experiences
with gamification and how it had helped them in broadening
their vocabulary. Interviews were conducted with teachers who
had used gamification in teaching vocabulary. Additionally,
the interviews were used to explore the teachers' experiences
with gamification and how it had helped their students acquire
new vocabulary. This research were conducted in 11th grade
classes at SMAN 4 Mataram in October 2023 to November
2023. The goal of this research is to explore the use of
gamification in teaching vocabulary of 11th grade students at
SMAN 4 Mataram.
The research utilized data consisting of the viewpoints
of both teachers and students concerning the effectiveness of
gamification in enhancing vocabulary acquisition for 11th-
grade students at SMAN 4 Mataram. To gather the required
information, various methods for data collection were
employed, as follows:
1. Observation
The purpose of this study is to understand the strategies
employed by teachers when implementing gamification in
the classrooms of SMAN 4 Mataram. The research
employed a checklist observation method, adapted from
(Holmes, 2013). Holmes' checklist observation method is a
type of observational research technique that utilizes a
checklist to document particular behaviors or occurrences.
Typically, the researcher customizes the checklist to align
with their research questions and the specific behaviors or
events they wish to observe. Once the checklist is prepared,
the researcher observes the participants and records
whether each behavior or event takes place. Additionally,
the researcher can document the frequency, duration, or
intensity of these behaviors or events. The checklist
observation method is relatively straightforward but proves
highly effective in gathering data related to specific
behaviors or events. Furthermore, it minimizes interference
with the natural progression of events, making it a
relatively non-intrusive data collection method.
2. Interviews
To gather the necessary data, interviews were conducted
with the teachers who teach 11th-grade students at SMAN
4 Mataram and have used gamification to teach vocabulary
acquisition. The interview involved direct interaction
between the interviewer and the respondents as what
(Rubin, 2012) did. In this research, the interviews were
semi-structured and encompassed a set of 15 open-ended
questions adapted from previous studies. These questions
are thoughtfully designed to elicit the information required
to address the research inquiries effectively. The teachers
were specifically questioned about their firsthand
experiences with gamification and its impact on their
students' learning and acquisition of new vocabulary.
Thereunto, the questions of this interview has been
contruscted as guidance to the researcher in conducting the
interview based on previous study that relate to the topic of
this study (Creswell, 2013). Whereas, the making of this
instrument has been reviewd by the expert in education
field since the instrument was constructed based on the
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assesment in questionnaire form that has been developed
by this field. To put in consisely, during the interview was
conducted the researcher developed other questions when
the researcher found unclear answer from the participants.
3. Recording
In order to avoid the loss of data need, the interviews were
recorded using a voice recorder. During these interviews,
the researcher also posed impromptu questions to gather
supplementary data when deemed necessary. It is important
to note that the data collected through these approaches
were not real-time but instead provide insights into the
participants' experiences.
4. Questionnaires
Questionnaires were distributed using paper surveys with
open-ended questions to 11th-grade students who have
engaged in gamified vocabulary learning programs in a
suitable classroom setting. A research instrument called a
questionnaire consists of a series of queries (or other types
of prompts) designed to collect data from respondents in a
statistical study or survey. As what (Mayring, 2000)
suggest in scientific research surveys, it is common to
include a combination of questions, some of which are
open-ended and others that are close-ended. To avoid
misunderstanding between the researcher and participants,
the researcher distributed the questions in both English and
Indonesian language.
In Making sure the data in this study is top-notch relies
on two big things: validity and reliability. In line with the
statement of Sugiyono (2008), validity is all about how well
the data matches up with what the researcher can actually
report. He also defined that reliability is about how steady and
consistent the data is. In the world of qualitative research,
having valid findings means the researcher's reports sync up
with what really went down among the subjects. It is like both
the participants and the researchers are on the same page when
they talk about and explain what happened.
Since the researcher using interview and questionnaire
to gather data in this study, the researcher using two strategies.
First up is triangulation. This idea, pumped up by Brink (1993),
brings in multiple angles – different investigators, methods,
and data sources. The goal here is to double-check our findings
and make sure the researcher's biases don't mess things up.
We're also tapping into the thoughts of various experts, like
Glassuer & Strauss (1967), Sandelowski (1981), Miles &
Huberman (1984), and others, to really dig into and double-
check the data.
Then there's expert consensual validation. Brink (1993)
says this is about getting the thumbs up from people who really
know the study's topic. In this study, this involves the teachers
who teach 11th grade students at SMAN 4 Mataram with
gamified learning. These experted teachers help the reseacrher
out at different points, dropping knowledge that makes the
study way better.
The qualitative data analysis in this study is
summarized by drawing on various models and approaches
from Denzin & Lincoln (1994), Miles & Huberman (1994),
Marshall, C. & G. Rossman (1995), Rubin & Rubin (1995),
and Sugiyono (2008). The researcher in this study follows the
steps outlined by H. O'Connor & N. Gibson (2003) and Rahmat
Sahid (2011), adapting their models. The utilization of multiple
models and approaches is rooted in the implementation of
validity and reliability processes. This study employs diverse
approaches in analyzing the data. The steps of qualitative data
analysis are elaborated below:
1. Organizing the Data
In this initial step, the researcher organizes the data by
condensing and prioritizing it. Organizing interview-based
data can be time-consuming. H. O'Connor & N. Gibson
(2003) suggests starting by reflecting on the interview
guide, differentiating questions based on each topic, and
noting down participant answers. The researcher creates a
table to facilitate data analysis, following the steps adapted
from H. O'Connor & N. Gibson (2003) and Rahmat Sahid
(2011), including:
1) Analysis during Data Collection:
Recording objective notes during data collection,
classifying and editing answers or situations as they are,
maintaining a factual or objective-descriptive approach.
2) Making Notes, Code, and/or Label to the Data:
Differentiating and classifying data based on frequently
used phrases and words, evaluating the relevance of
answers to the study's objective and research questions.
The researcher assigns codes and/or labels using
different color blocks in the table for classified answers.
2. Data Display
The presentation of data in this study employs tables,
followed by a detailed narrative and descriptive
explanation. Specifically, the data is showcased using a
conceptually clustered matrix, as outlined by Miles and
Huberman (Rahmat Sahid, 2011). This model is chosen due
to the study's emphasis on triangulation with multiple
theoretical perspectives, aligning well with the validation
and reliability processes inherent in the conceptually
clustered matrix. According to Rahmat Sahid (2011), the
conceptually clustered matrix serves to summarize diverse
research findings from various experts, each with distinct
concerns. Throughout the data analysis process in this
study, the researcher establishes connections between the
study's results and multiple previous studies and theories
related to self-regulated learning and academic
procrastination.
FINDINGS AND DISCUSSION
Research Finding
This research aimed to determine the use of
gamification in teaching vocabulary at 11th Grade Students at
SMAN 4 Mataram. The qualitative descriptive method was
applied in this research. The finding of this study was gained
through observation, questionnaire, and interview. The
interview with the teacher is executed to answer the first and
the third of research question and in obtaining its first, and third
research objective regarding the types of gamification that are
used in teaching vocabulary and the factors that hurdle the 11th
grade students’ teacher at SMAN 4 Mataram in applying
gamification in teaching vocabulary. Correspondingly, the
questionnaire were carried out in gaining the second and
overall research objectives on the advantages of using
gamification as an educational strategy for enhancing
vocabulary building of 11th grade students at SMAN 4
Mataram. Consisely, the finding report on this chapter is
written based on the research objective that has been
established by the researcher.
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Types of Gamification
The first research question in this study is what types of
gamification that are used by the English teachers of the 11th
grade students at SMAN 4 Mataram. There are two categories
of gamification for this research question based on the findings
and data analysis which are content gamification and
structural gamification.
Based on those types, after conducting a research and
data analysis, this study found that structural gamification
refers to the process of application of game elements to
learning content without changing the content. The
gamification is designed and structured around the
content. The main aim behind structural gamification is to
motivate the learner to proceed through the content and engage
them in it through rewards. For instance, the learner would gain
points for completing a course segment or an assignment. The
learning material itself may have no game elements, but the
points or badges at the end are the game element. Meanwhile,
content gamification refers to the application of game elements
and thinking to content and altering the content to make it more
game-like. In this kind of gamification, the learning material
itself has game elements like characters or other story elements
like scenario.
This study discovered that 11th grade students’ English
teacher uses two categories of gamification in teaching
vocabulary, which is content gamification and structural
gamification. For the content gamification, the teacher uses
Puzzles, Crosswords, and Badges&Points, and for the
structural gamification, the teacher uses Feedback Loops,
Q&A sessions, Storytelling and Challanges. The researcher
concludes that the respondent uses 7 types of games in teaching
vocabulary of 11th grade students. The detail explanation about
the finding of 6 types of games is explained below:
1. Puzzleword: Puzzleword refers to a word puzzle or game
where players rearrange letters to form words. It often
involves solving clues to find the correct words.
Puzzleword games help reinforce vocabulary by requiring
students to actively engage with and recall words. It
enhances word recognition, spelling, and cognitive skills.
2. Crosswords: Crosswords are word puzzles in a grid format
where clues are provided for each word. Players fill in the
grid with words based on the given clues. Crosswords are
effective for expanding vocabulary as students learn new
words through context clues. It promotes word association
and understanding of word meanings.
3. Feedback Loops: Feedback loops involve providing
information about performance, allowing learners to make
adjustments and improve. In the context of teaching, it's a
continuous cycle of assessment and improvement.
Feedback loops in vocabulary learning offer students
insights into their progress, helping them identify areas for
improvement. It enhances retention and application of
newly acquired words.
4. Q&A Sessions: Question and answer (Q&A) sessions
involve interactive discussions where students respond to
questions posed by the teacher or peers. Q&A sessions
encourage active participation, allowing students to
articulate their understanding of vocabulary. It improves
communication skills and reinforces word usage in context.
5. Storytelling: Storytelling involves narrating or creating a
narrative. In an educational context, it can be used to
convey information or teach concepts through a compelling
story. Storytelling aids vocabulary learning by presenting
words in a meaningful context. It enhances comprehension,
encourages creativity, and allows students to grasp the
nuances of language.
6. Badges Points: Badges and points are a gamification
element where students earn virtual badges or points as a
reward for achievements or completing tasks. Badges and
points serve as motivational tools. Students earn rewards
for expanding their vocabulary, creating a sense of
accomplishment and encouraging continuous effort.
Badges and points serve as motivational tools. Students
earn rewards for expanding their vocabulary, creating a
sense of accomplishment and encouraging continuous
effort. Gamification elements like badges and points
provide incentives for vocabulary learning. They create a
sense of achievement and motivate students to actively
participate in language-related activities.
7. Of these six gamification types, their use is adjusted
according to the class. Feedback Loops, Q&A Session, and
Storytelling are more commonly employed in classes with
students who actively communicate and have a basic
interest in English. Meanwhile, Puzzleword, Crossword,
and Badges & Points are utilized in classes where students
have less interest in English. These games are used to
captivate students' interest in learning and to expand their
English vocabulary, making the learning process more
engaging for them.
Furthermore, the part of the interview that explains
the findings are shown below:
The choice of gamification type depends on the class being
taught. If one class has active verbal communication among
its students, I usually use gamification through Q&A and
feedback loops. On the other hand, in classes where
students are less active, to make them excited, I typically
use Puzzleword, crossword, and badges & points, as
fundamentally, everyone enjoys playing. – R01/RQ1/Q4)
Initially, the students are provided with keywords, referring
to important words related to the material we will cover.
For example, if it's a descriptive text, we inform the students
about its purpose and what we intend to explain, let’s say
we’re discussing about Narmada Park. Afterward, we
identify vocabulary that students may encounter in English.
When we come across these words, we write them on the
board as keywords to guide students to the upcoming
material. We intentionally introduce certain words to
facilitate students' understanding of the content, whether
it's in the form of speaking, reading, writing, or listening. –
R01/RQ1/Q2
There are many techniques. One of them involves eliciting
vocabularies from the context of the material we present,
whether it's a description or narrative. For instance, we
might discuss the Princess of Mandalika, a familiar figure
for students. By asking questions like "What do you know
about Princess Mandalika?" and using Indonesian as a
backup, we elicit vocabulary. We use methods such as
starting with certain letters or spaces to encourage students
to guess and participate actively. I often use puzzles, and
crosswords, or feedback loops, and QNA sessions. The
method varies for each class based on their unique
characteristics. -R01/RQ1/Q2
There are many ways, not limited to a single type of game.
It could involve puzzles or other designed games. The key
benefit is that it makes students happy and engaged from
the beginning of the teaching learning process. When they
enjoy the material, it serves as a trigger for them to delve
deeper into the learning process, the game excites them. -
R01/RQ1/Q9
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The Obstacles Found in Applying Gamification in Teaching
Vocabulary
In the implementation of gamification in teaching
vocabulary, several challenges arise for educators, as
highlighted in the interview with the respondent below:
It depends on the students' intake. If they have a good
intake, they may enrich their vocabulary further. However,
for slow learners, simply identifying and remembering the
material is already a significant achievement. If we force a
low intake, we'll face challenges. -R01/RQ3/Q5
Returning to the intake, if the intake obtained is favorable,
the student may attempt to enrich their vocabulary from
other sources. However, in the case of our intake involving
slow learners, their ability to identify is already
remarkable. Thus, reverting to the earlier point, if we
impose a low intake, we will encounter difficulties. Hence,
when we attempt to provide keywords, bringing forth the
previously challenging vocabulary, those adept in the
subject automatically seek to enhance their knowledge with
additional terms, including synonyms, and more. As for the
slow learners, at the very least, they will recall and reflect
upon the material, drawing from their own experiences.
Although the extent of their success has not been formally
measured, we glean insights from our daily teaching
activities. -R01/RQ3/Q7
One notable difficulties involves accommodating
diverse student abilities, a concern articulated by the
respondent who emphasizes the necessity of tailoring
gamification methods to engage both active students, typically
those with higher abilities, and finding ways to involve less
competent students. This highlights the importance of
addressing varying levels of student engagement and
proficiency within a classroom, requiring careful consideration
to ensure that gamification strategies effectively cater to the
diverse learning needs.
Certainly, my approach involves grouping them,
specifically by categorizing students. So, in this scenario,
hypothetically, if we were to represent it statistically,
approximately 20% of the students possess a higher
proficiency. Now, this 20% is organized by combining them
with the slow learners. At the very least, slow learners are
involved in the teaching and learning process, participating
in discussions, even if conducted in Bahasa Indonesia.
Additionally, the role of the teacher is not only to observe
students but also to provide support and encouragement to
those who may exhibit a tendency to be less engaged or less
competent. This involves encouraging deeper involvement
through prompts such as "What do you think about your
friend's opinions?" and "What is your opinion? Where do
you get the answer?" Thus, ensuring there is at least
communication, as the essence of language learning lies in
effective communication. If the primary issue faced is
indeed poor vocabulary, a deficiency in terms, implying
limitations on the part of the students, for high school
education in this institution, we utilize materials that are
inherently simple but highly applicable. If we were to
employ more advanced materials, only a few students
would be able to actively participate. -R01/RQ3/Q4
Each class is distinct because the intake we acquire is also
varied. Consequently, we cannot impose the same
instructional steps outlined in the lesson plan on every
different class. -R01/RQ03/Q3
As the respondent stated above, another challenge
revolves around the need for an individualized approach. The
respondent underscores the inadequacy of a generalized
gamification approach, emphasizing that methods must be
adapted based on each class's unique characteristics. This
individualized approach demands additional preparation and
resource allocation, recognizing the specific dynamics and
learning styles inherent in each class.
Assessment and academic integrity also emerge as
challenges, as the respondent acknowledges the need for
vigilance in assessments due to the potential for students to
copy from their peers. This underscores the importance of
employing effective assessment strategies that accurately
reflect individual student progress in vocabulary retention
while ensuring the integrity of the learning process. As stated
by the respondent:
Automatically, the results of the assigned tasks will be
evident, but this does not lead us to boast because
sometimes students tend to cheat. However, at the very
least, this becomes a gauge for us when assessing the
capabilities of the students. Hence, here we incorporate a
drill approach. "Oh, it turns out the students encountered
some challenging vocabulary; let's conduct a drill." It could
be that they copied from their peers, and they might not be
aware of it. Once we conduct the drill, there is a record in
their minds because they have pronounced and uttered
those words before. The second aspect is that they have
written it down; they might forget today, but tomorrow we
attempt it again, eliciting it when we say it. The words
resurface, leading to frequent repetitions of previously
deemed difficult vocabulary. Consequently, when we
administer reading or speaking tests, the students, at the
very least, comprehend and have experienced it, as
experience is crucial in language. Language comprises four
skills: reading, listening, writing, and speaking. If these are
not practiced, students will automatically struggle to
acquire proficiency. -R01/RQ03/Q8
Lastly, the alignment of gamified learning methods
with evolving curriculum requirements may present
challenges, as the respondent suggests that effectiveness
depends on the chosen method. Educators need to stay flexible
and adaptive, continuously evaluating and adjusting
gamification strategies to align with curriculum changes and
evolving educational goals. As stated by the respondent below:
Engaging methods will encourage student participation.
Thus, I believe it aligns with the independent curriculum.
Consequently, teachers need to skillfully design teaching
modules and effective methods tailored to students' needs. -
R01/RQ3/Q10
In conclusion, successfully integrating gamification
into vocabulary teaching methods requires educators to
navigate challenges related to student diversity, individualized
approaches, balancing excitement and learning objectives,
maintaining assessment integrity, ensuring resource
accessibility, and adapting to evolving curriculum
requirements. Addressing these factors comprehensively will
contribute to the effective implementation of gamified learning
experiences in language education.
The Advantages of Using Gamification in Teaching
Vocabulary
The questionnaire was administered to answer the
second and overall research objectives, which is investigating
the advantages of utilizing gamification as an educational
strategy to enhance vocabulary building for 11th-grade
students at SMAN 4 Mataram.
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After categorizing the responses from 34 participants
regarding the 15 open-ended questions in the questionnaire, it
was found that the benefits of gamified learning for students
based on students answers are:
1. Widens students’ English vocabulary
Most of the participants stated that gamified learning in
teaching vocabulary helps them to widen their vocabulary.
Gamification introduces an element of competition,
achievement, or reward, providing students with a sense of
accomplishment. The inherent challenge in games
encourages students to actively participate in the learning
process. This motivational aspect not only drives them to
acquire new vocabulary but also fosters a positive attitude
toward learning English. As the (P2) stated in his answer
sheets for the questionnaire:
The benefit of gamification for students is that it helps us
mastering new vocabulary -P2/Q/Q13
It helps me master various vocabulary -P3/Q/Q13
It can enhance a deeper understanding of English
vocabulary. -P4/Q/Q13
It helps me acquire new vocabulary -P5/Q/Q13
2. Motivates them to learn and to love English
Gamification introduces an element of competition,
achievement, or reward, providing students with a sense of
accomplishment. The inherent challenge in games
encourages students to actively participate in the learning
process. This motivational aspect not only drives them to
acquire new vocabulary but also fosters a positive attitude
toward learning English. As one of the student stated in the
answer sheet:
It grows the love for English -P13/Q/Q13
It motivates me to strive to be better in English and to learn
more -P10/Q/Q13
3. Makes the teaching learning process fun and exciting
By incorporating game elements such as puzzles,
challenges, or interactive activities, the teaching-learning
process becomes more enjoyable. The element of fun
inherent in gamification captures students' interest and
attention, turning what might be perceived as traditional or
mundane lessons into dynamic and entertaining
experiences. The excerpt of the answers of the open-ended
questionnaire is presented below:
It makes the learning process fun-P10/Q/Q13
4. Makes it easier to understand the material
Most of students agree that gamification makes the material
easier to understand, as stated below:
Gamification makes it easier for me to understand the study
materials. -P15/Q/Q13
Gamification often involves contextualizing vocabulary
within scenarios or narratives, making the material more
relatable and understandable for students. When learning
occurs within a game-based context, students can grasp the
meaning and usage of words in a practical and memorable
way. This immersive learning approach aids in better
comprehension and retention of vocabulary
5. It can alleviate students' feelings of tension during teaching
and learning process and serve as a method for acquainting
students with their teachers.
Gamification introduces an element of playfulness,
reducing the anxiety or tension that students may associate
with traditional learning. The interactive and collaborative
nature of games fosters a positive learning environment.
Additionally, games can serve as icebreakers, facilitating a
more relaxed and informal interaction between students
and teachers. This not only eases tension but also
contributes to building a positive teacher-student
relationship.
As some students stated in the questionnaire sheets:
Gamification can alleviate students' tension during
learning and can serve as a means to familiarize students
with teachers to avoid awkwardness. -P20/Q/Q13
The researcher presented some results of the questionnaire
with charts by categorizing participants’ answers, In short,
some of the findings are diplayed with the charts below:
Figure 1. The students' perspective on the effectiveness of
using gamification in teaching vocabulary
6. Effective teaching strategy for vocabulary learning
As indicated in the chart above, for the third question (Q3),
97,05% of students who responded 'yes' on the
questionnaire sheets implied that most of 11th-grade
students at SMAN 4 Mataram agreed that gamification is
an effective way to learn and remember new vocabulary.
7. Helps students improve vocabulary retention and word
recall
From he questionnaire data obtained, it was found that
91.17% of students believe that gamification helps them
improve vocabulary retention and word recall.
Discussion
The discussion of the finding in this chapter is
constructed based on the the reseach questions in the first
chapter, namely: 1) What types of gamification that are used
by the English teachers for the 11th grade at SMAN 4
Mataram?. 2) What are the advantages of using gamification
techniques as an educational strategy for enhancing vocabulary
building among 11th grade students at SMAN 4 Mataram. 3)
What are the obstacles and difficulties for the 11th grade
students’ teachers at SMAN 4 Mataram in applying
gamification techniques in teaching vocabulary.
Based on the research findings, the first research
question explored the types of gamification used by English
teachers. There are two main types, content gamification and
structural gamification, were identified. Structural
gamification involves applying game elements to learning
content without altering the content itself, while content
gamification alters the content to make it more game-like. The
interview findings revealed that the English teacher at SMAN
4 Mataram employs both types to enhance vocabulary
teaching.
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Page | 119
The teacher's methods include introducing keywords,
contextualizing vocabulary within scenarios or narratives, and
utilizing various gamification elements such as puzzles,
crosswords, feedback loops, Q&A sessions, storytelling, and
badges points. This discovery aligns coherently with the
assertions stated by Deterding, S., Dixon, D., Khaled, R., &
Nacke, L. (2011) regarding the elucidation of 'Defining
Gamification and Its Types.' These methods aim to make the
learning process engaging and enjoyable, aligning with the
flexible curriculum concept.
Several challenges were identified in the
implementation of gamification. One significant challenge is
accommodating diverse student abilities. The teacher
highlighted the importance of tailoring gamification methods
to engage both high-ability and slow-learner students.
Grouping students based on their abilities and providing
support to less engaged or competent students are strategies
employed.
An individualized approach was emphasized,
recognizing that each class is unique, and a generalized
gamification approach may be inadequate. Assessment and
academic integrity pose challenges, with the need for vigilance
in preventing plagiarism and ensuring fair evaluations. The
alignment of gamified learning methods with curriculum
changes was also highlighted, requiring adaptability from
educators. This discovery aligns with the assertions stated by
Hamari, J., Koivisto, J., & Sarsa, H. in their work titled 'Does
Gamification Work? - A Literature Review of Empirical
Studies on Gamification,' presented at the 2014 47th Hawaii
International Conference on System Sciences.
The questionnaire results revealed several advantages
of gamified learning for vocabulary building:
1. Widening Vocabulary: Participants expressed that
gamification helps them master new vocabulary, enhances
a deeper understanding of English vocabulary, and fosters
positive attitudes toward learning.
2. Motivates to Learn and Love English: Gamification
elements such as competition, achievement, and rewards
motivate students to actively participate, fostering a
positive attitude and love for English.
3. Easier Comprehension of Material: Students agree that
gamification makes learning materials more accessible and
relatable by contextualizing vocabulary within scenarios or
narratives.
4. Alleviating Tension and Building Relationships:
Gamification introduces playfulness, reducing tension
associated with traditional learning. Games serve as
icebreakers, fostering a positive teacher-student
relationship.
5. This discovery aligns with the findings presented by
Caponetto, I., Earp, J., & Ott, M. in their work titled
'Gamification and Education: A Literature Review'
presented at the European Conference on Games Based
Learning (Vol. 1, p. 50), published by Academic
Conferences International Limited.
The study highlights the multifaceted nature of
gamification in vocabulary teaching, offering benefits such as
increased motivation, improved comprehension, and positive
attitudes toward English. Overcoming challenges requires
tailored approaches, adaptability to student diversity, and
continuous assessment and adjustment of gamification
strategies in line with curriculum changes. The findings
contribute to a deeper understanding of the effectiveness and
challenges of integrating gamification into language education.
CONCLUSION
The study delineated two principal classifications of
gamification: content gamification and structural gamification.
Content gamification involves modifying educational
materials to incorporate game elements, such as characters or
narrative components, thereby creating a more game-like
experience. In contrast, structural gamification integrates game
elements into existing educational content without altering the
content itself, motivating learners through rewards and
engagement.
Furthermore, the research uncovered that 11th English
educators at SMAN 4 Mataram employ a diverse array of
gamification methodologies, including Puzzleword,
Crosswords, Feedback Loops, Q&A Sessions, Storytelling,
and Badges Points. These methodologies collectively
contribute to fostering an interactive learning environment that
enriches vocabulary learning.
The study also shed light on the challenges faced by
teachers in implementing gamification. These challenges
include accommodating diverse student abilities, the need for
an individualized approach, concerns about assessment and
academic integrity, and aligning gamified methods with
evolving curriculum requirements. The importance of
addressing these challenges comprehensively to ensure the
effective implementation of gamified learning experiences in
language education was emphasized.
In essence, this research sheds light on the
transformative potential of gamification in vocabulary
learning, offering innovative tools for educators to enhance
motivation, engagement, and overall effectiveness in language
education. The findings provide valuable insights for English
teachers, and education policymakers seeking to leverage
gamification for improved language learning outcomes in high
school settings.
Suggestion
This study recognizes certain limitations that warrant
consideration in future research. The investigation revealed
two gamification types: Content Gamification and Structural
Gamification. Future research may delve into dissecting these
gamification types, evaluating their effectiveness in teaching,
and understanding their specific influences on vocabulary
learning. Additionally, a comparative study could explore
distinctions in gamification approaches, especially those
emphasizing technology.
The application of social learning theories, models, and
methods holds potential in designing and assessing
collaborative gamification activities for vocabulary teaching.
This strategy promises a more detailed grasp of gamification
techniques. Expanding the research to cover activities outside
traditional classrooms, such as extracurricular pursuits and
flipped learning, may unveil how gamification operates in
these alternative contexts. Similarly, incorporating various age
groups in the study could broaden its scope, investigating the
diverse effects of gamification in different settings. Therefore,
future research endeavors should embrace these pathways to
enrich our understanding of how gamification influences
vocabulary instruction.
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