CRITIC

So, in learning vocabulary using mobile assisted gamification discussed in this article,
there is a good discussion on how to improve vocabulary learning through mobile assisted
gamification, in which vocabulary learning through mobile assisted gamification can help
students improve vocabulary learning. because learning vocabulary based on mobile assisted
gamification can increase students' motivation in learning vocabulary in English, and learning
through mobile assisted gamification can improve student learning performance outcomes.
So that mobile assisted gamification learning in improving vocabulary learning can be used
as a supporting method in creating effective and creative learning. And that is also evidenced
by the many studies that have conducted research on this issue so that the findings obtained
say that mobile assisted gamification learning can affect students' vocabulary learning
outcomes, so that they can feel the impact of the learning for themselves. The development of
technology in the process of learning English also makes students prefer to use it and makes
students more enthusiastic about learning. Self-taught language learning through mobile
technology also has a lot of potential that can make students able to embrace and explore in
terms of learning with lots of space to use it.

However, by utilizing technological developments in mobile assisted gamification in

improving student vocabulary learning which can make students motivated in learning, the
use of mobile assisted gamification can have a negative impact if students use it for
something else when the learning process takes place. In this article and several other articles,
most of the research on this issue is only in the classroom environment, not outside the
classroom environment, so it is not known whether the benefits obtained in the learning
process in the classroom environment are the same as outside the classroom environment.
And mobile assisted gamification can also cause problems in learning if there are network
connectivity problems that do not support it, automatically the learning process with mobile
assisted gamification will not run well. And furthermore, judging from the physical
limitations of smartphone-based technology with a small screen size and fairly short battery
usage.

CONCLUSION

Overall, this article is well written and with useful content to motivate teachers by
trying this learning method in order to improve student learning in vocabulary with the help
of mobile assisted gamification technology. The use of mobile assisted gamification to be
utilized in the learning process so that it can improve students' vocabulary in English is very
good, and that's because it has been proven by many studies that discuss this problem, which
says that mobile assisted gamification learning can motivate students and improve student
learning performance. This game-based mobile assisted gamification learning can make the
classroom atmosphere in the learning process more enjoyable. So, mobile assisted
gamification learning can improve students' ability to improve their English vocabulary.

REFERENCES

Boyinbode, Olutayo., & Tiamiyu, Adetayo. (2020). A mobile gamification English

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Computing & Application (IOSR-JMCA), 7(6), 28-43

Hadijah., Widi, Bambang Pratoto., & Rondiyah. (2020). Interactive game “Kahoot!” as the
media of students’ vocabulary assessment. Journal on English as a Foreign Language, 10(1),
84-102

Mohd, Ratnawati Asraf., & Supian, Nadya. (2017). Metacognition and mobile assisted
vocabulary learning. Arab World English Journal (AWEJ), 8(2), 16-35

Zou, Di., Huang, Yan., & Xie Haoran. Digital game-based vocabulary learning: where are we
and where are we going?. Computer Assisted Language Learning, 34(6), 1-27