Alfazza Marsalma

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The use of Gamification in ELT of Senior High School

Gamification is interpreted as elements of a special application for game play (rules of play, rating
points, competition with others) specifically to invite users to solve problems. Gamification is the process
of using games systematically, aesthetically, and playing with rules must involve many people, motivate
thinking, maximize learning processes, and solve complex problems (Kapp, 2012, p. 10). Not all games
are fun. The game can challenge the players to get involved in the problem, is a problem that we must
look at, as McGonigal (2010) stated that Many games are deliberately designed to challenge players to
overcome real world problems, covering important life aspects: hunger, poverty, climate change, or
global peace.

Gamification motivates students to develop themselves, the excitement of students in games

unconsciously they also learn something of it. if gamification adjusted in class means that teaching
strategies should be changed. therefore it is important for teachers to have many strategies considering
the capacity of each student is different, and teaching in appropriatly so the class will not monotonous.
many cases have occurred, that routine activities such as reading textbooks are apparently could not
make student become proficient.

In the current gamification era, some people assume that games can make students stupid, but the
veracity is that gamification has become a popular method for stimulating certain behaviors, increasing
motivation and involvement on something. Although generally it is found in marketing strategies, this
strategy has now been applied in many educational programs as well as it helping educators find a
balance in achieving goals and meeting the needs of students according to their ages. (Huang, Wendy
Hsin-Yuan, and Dilip Soman. “Gamification Of Education.” 2013. p.5)
 Overall, Prosperity Gamification can help children in designing goals, training the brain, giving
feedback, strengthening principles, and maintaining good behavior, the game can be useful, because it
makes researchers measure performance on a very wide variety of tasks, and can easily changed,
standardized and understood, the game can also be used when analyzing individual traits such as self-
esteem, self-concept, goals and individual differences. Pardon encourages students to take action; for
example, motivating students to practice computer programming to strengthen their skills and motivate
students to not only memorizing but also to understanding, and to increase their knowledge. (Huang and
Soman 2013)

Examples of appropriate gamification in learning English for high school are pSims (Participatory
Simulations) and iCue. pSims utilizes mobile devices (for example, smart phones) to enable participants
to engage in active, question-based learning through their interactions with simulations, and
coordination and discussion with one another. And iCue is a new game experience to improve learning
and teaching communication skills at high school level. This gives. students and teachers access to news
coverage and class learning is strengthened by applying media to the curriculum

To sum up, gamification is a great tool to use to improve the overall education experience for
students. Gamification in education can be a strong strategy if implemented properly, because it can
improve educational programs, and achieve learning goals by influencing student behavior.

References :
1. Kapp (2012). Gamification in Education - Utilization in Teaching of Languages. Retrieved from

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sa=t&source=web&rct=j&url=https://aaltodoc.aalto.fi/bitstream/handle/123456789/33002/bachelor_Fo
rsberg_Jukka-Pekka_2018.pdf%3Fsequence%3D1%26isAllowed
%3Dy&ved=2ahUKEwim6M6S9JTfAhURiHAKHamyBRIQFjAAegQIARAB&usg=AOvVaw1gpXD0rURAO4GLjq
y2mlbQ. Accesed on 04th December 2018

2. McGonigal (2010). How To Gamify Your English Class. Retrieved from

https://www.google.com/url?sa=t&source=web&rct=j&url=https://eltcouncil.gov.mt/en/Documents/5th
%2520ELT%2520Conference/Elena%2520Peresada%2520-%2520How%2520to%2520Gamify%2520your
%2520English%2520Class.pdf&ved=2ahUKEwjE-ZKy9ZTfAhVKuo8KHYYwB-
cQFjAMegQIBBAB&usg=AOvVaw2c3--iyMGOb5Gu249Sn-NN. Accesed on 04th December 2018

3. Huang, Wendy Hsin-Yuan, and Dilip Soman (2013). Gamification in Education. Retrieved from

https://www.google.com/url?
sa=t&source=web&rct=j&url=http://www.rotman.utoronto.ca/-/media/files/programs-and-
areas/behavioural-
economics/GuideGamificationEducationDec2013.pdf&ved=2ahUKEwi9vIqA9pTfAhVCso8KHeTkDJkQFjAA
egQIAhAB&usg=AOvVaw3lZDD8LnMIt-YCmLusE0vh. Accesed on 04th December 2018

4. Huang and Soman (2013). Gamificarion in Education. Retrieved from

https://www.google.com/url?
sa=t&source=web&rct=j&url=http://www.rotman.utoronto.ca/-/media/files/programs-and-
areas/behavioural-
economics/GuideGamificationEducationDec2013.pdf&ved=2ahUKEwi9vIqA9pTfAhVCso8KHeTkDJkQFjAA
egQIAhAB&usg=AOvVaw3lZDD8LnMIt-YCmLusE0vh. Accesed on 04tg December 2018