ISSN 2747-2671 (online)

Vol. 2 No. 6, 2022

Gamification in Education: Evoking Students’ Learning

Interest and Achievement in EFL Class
Gamifikasi dalam Pendidikan: Membangkitkan Minat dan Prestasi Belajar Siswa di Kelas EFL

Hendri Muzakkir, Kisman Salija, Muh. Asfah Rahman

Jurusan Pendidikan Bahasa Inggris, Pascasarjana Universitas Negeri Makassar, Makassar, Indonesia
*Penulis Koresponden: hendrimuzakkir@gmail.com

ABSTRACT
The main focus of this research was to know the improvement of the students’ learning interest and achievement by using
gamification in learning English. The data were collected by asking the students to fill out the questionnaire before and after being
given the treatment and answer questions at pretest and posttest. The objective of this study was to find out whether the students’
learning achievement and interest had an improvement or not. This study was a pre-experimental research design. The population
of this research was the eleventh-grade students of SMA Negeri 1 Barru in 2022/2023 academic year. The total number of
populations was 363 students. In selecting the sample of the research, the researcher used cluster random sampling technique. XI
MIPA 3 was chosen as experiment class which consists of 28 students. The instruments of this research were questionnaire and
students’ achievement test. The questionnaire was assessed and analyzed to determine the students’ interest in learning English.
The result of the data analysis showed that the students’ learning interest could increase from 75.37 average score to 82.47 average
score after given the treatment. Meanwhile, students’ achievement test was assessed and analyzed to determine the students’
achievement. The result of the data analysis showed that the students’ achievement could improve after being given the treatment.
It was proved by the mean score in pretest was 55.35 improved to 81.42 in posttest. Then the correlation between students’ interest
and their achievement is not significant (rxy = 0.148 < 0.374).

Keywords : Improving, Gamification, Learning English, Questionnaire

ABSTRAK
Fokus utama penelitian ini adalah untuk mengetahui peningkatan minat dan prestasi belajar siswa dengan menggunakan gamifikasi dalam
pembelajaran bahasa Inggris. Pengumpulan data dilakukan dengan cara meminta siswa untuk mengisi angket sebelum dan sesudah diberikan
perlakuan dan menjawab pertanyaan pada saat pretest dan posttest. Penelitian ini bertujuan untuk mengetahui apakah prestasi dan minat
belajar siswa mengalami peningkatan atau tidak. Penelitian ini merupakan penelitian pra eksperimen dengan desain penelitian. Populasi
dalam penelitian ini adalah siswa kelas XI SMA Negeri 1 Barru Tahun Pelajaran 2022/2023. Jumlah total populasi adalah 363 siswa. Dalam
pemilihan sampel penelitian, peneliti menggunakan teknik cluster random sampling. XI MIPA 3 dipilih sebagai kelas eksperimen yang terdiri
dari 28 siswa. Instrumen penelitian ini adalah angket dan tes hasil belajar siswa. Kuesioner dinilai dan dianalisis untuk mengetahui minat
siswa dalam belajar bahasa Inggris. Hasil analisis data menunjukkan bahwa minat belajar siswa dapat meningkat dari skor rata-rata 75,37
menjadi skor rata-rata 82,47 setelah diberikan perlakuan. Sedangkan tes prestasi belajar siswa dinilai dan dianalisis untuk mengetahui prestasi
belajar siswa. Hasil analisis data menunjukkan bahwa prestasi belajar siswa dapat meningkat setelah diberikan perlakuan. Hal ini dibuktikan
dengan nilai rata-rata pada pretest 55,35 meningkat menjadi 81,42 pada posttest. Kemudian hubungan antara minat siswa dengan prestasi
belajar tidak signifikan (rxy = 0,148 < 0,374).

Kata Kunci: Peningkatan, Gamifikasi, Pembelajaran Bahasa Inggris, Kuesioner

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1. INTRODUCTION
As we know, to achieve great result in English,
students need the fundamental basic which is an
interest in learning. Interest can boost students’
awareness and focus in learning so that they can have
an improvement. Without an interest in learning, the
learning process will not run properly. Interest is one
of the strongest motivations for learning English, and
motivation has been identified as one of the main
factors affecting English language learning (Gardner,
1985). Meanwhile (Idit Katz et al., 2006) call interest as
intrinsic interest or intrinsic value defined as “the
enjoyment people experience when doing task, or their
subjective interest in the content of the task”. Intrinsic
interest may enable children to remain occupied in a
task without receiving immediate feedback because it
can allow them to perceive the task as enjoyable and as
containing personally meaningful information, which
they can connect with various issues that interest them.
In addition, children who have an interest in a certain
topic, might be able to rely on internal cues as to how
well they are doing due to their experience with similar
tasks.
If we talk about students’ interest, game is definitely in
high list. Better learning occurs when students want to
engage in activities because of a motivation to learn.
That is where games come into the equation. Games
can provide an emotional tie to our lesson and a reason
to engage. If not overused, it can arise emotional
responses. Emotion increases attention and retention.
When playing games, students become more engaged
in their learning, taught content is reinforced and class
positivity is increased.
Gamification of education is a strategy for increasing
engagement by incorporating game elements into an
educational environment (Dichev and Dicheva, 2017).
The goal is to generate levels of involvement equal to
what games can usually produce (Fardo, 2014). The
main goals of gamification are to enhance certain
abilities, introduce objectives that give learning a
purpose, engage students, optimize learning, support
behavior change, and socialize (Knutas et al. 2014;
Krause et al. 2015 and Borges et al. 2013). In conclusion,
gamification of learning is an educational approach to
motivate students to learn by using video game design
and game elements in learning environments.
To show that, Flores in 2015 presented the
implementation of six products or games in motivating
and promoting learners to learn a second language,
namely Duolingo, Class Dojo, Edmodo, Zondle
Socrative, and Brainscape. The results of reviewing
several pieces of research related to the
implementation of gamification in ESL in which one of
them bravely to claim that students' grades improved
9%, and the number of students who failed the course
decreased by 16%. Similarly, Mufidah in 2016 stated in
the result of her research that gamified learning
brought positive impacts to the learners. The gamified
learning activities that she used were effective in
promoting students' grammar achievements, as well as
to enhance students' engagement in the preparation
class. Likewise, Tan in 2018 investigated Kahoot! as the
gamified product to boost the learning environment
among English learners in higher education in
Malaysia found that Kahoot! beneficial in inducing
motivation and engagement, as well as fostering and
reinforcing learning for both theoretical and practical
aspects. The results reflected the respondents' attitudes
towards Kahoot! was notably positive, with a
percentage of 100%.
As a consequence of this pandemic which has
happened for almost 2 years causing many students
are stressful to learn virtually. Many students lose their
spirits and interests to learn at their houses. They
prefer playing battle royale games instead of playing
brain teaser game. Then, it becomes the reason for
researcher to conduct this research in one of favorite
school on Barru Regency.
Based on the observation that has been done by the
researcher in UPT SMA Negeri 1 Barru, it has showed
that most of learners get trouble in finishing their
assignments from their teachers since they are addicted
playing games than learning or doing their tasks. Thus,
it triggers the researcher to do research whether
applying gamification can increase students’ interest in
learning English or not at all.
Based on the description and explanation above, the
researcher the researcher formulated a research
questions, as follows:
1) Is teaching by using Gamification able to increase
students’ interest in learning English?
2) Is teaching by using Gamification able to improve
students’ learning achievement in learning English?
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3) Is there a correlation between students’ interest and
their learnig achievement in learning English by
using Gamification?
2. LITERATURE REVIEW
The uniqueness and effect of learning by using
gamification has made many language teachers and
researchers explore and expose it in their study and
classroom. There were some researchers have
conducted research by using gamification. The results
of the research are cited briefly below:
1) Rahmani (2020) conducted research in reviewing
research-based articles about gamification in the
context of learning English to find out the benefit.
Her research shows that gamification is indeed
beneficial for students in the English class. It
appears to be the solution for an unsuccessful and
passive learning environment as it is beneficial to
assist teachers in creating a more exciting and
meaningful learning experience for students. A
livelier learning environment, more active
engagement, better English skills (especially
speaking skill), and improved cognitive
achievements (proven by good scores) are the
indicators of successful implementation of
gamification in the English class.
2) Samson (2020) states that from this viewpoint, that
games are shallow exercises that may not add to
learning. In the subsequent perspective, analysts
concentrated on games and gamification properties
and saw them as transformative and advancing a
method of interfacing and fruitful learning. Also,
gamification is at present being applied with
instructive purposes as a strategy to the quicker
investment of understudies in various branches of
knowledge like English language learning. The
gainful impact of gamification and genuine games
on learning is likewise an understudy consolation.
3) Nikmah (2019) has proved in his research that the
item “The Kahoot! was interesting.” It was
responded by the 4.3% of the students as “no”, by
the 8.7% of the students as “sometimes”, and by the
87.0% of the students as “yes”. As a result, it was
concluded that the students were mostly satisfied
with the Kahoot! application.
4) Lopes (2014) found that using game-thinking and
game mechanics to solve problems and engage an
audience derives from the intrinsic characteristic of
humans since early development stages. The
gamification in education is a pedagogical and
psychological approach. It is an interesting
educational strategy because it can provide intrinsic
motivation to students through curiosity,
challenges with adaptive difficulty levels, some
degree of chance and an award system. Moreover,
it can be more pleasant by stimulating creativity.
Educational games extend this by focusing the
mechanics and narrative to cope with a subject
curriculum, allowing the student to learn while
playing.
5) Kiryakova (2014) concluded that E-learning is
suitable for easy and effective integration of
gamification. Game techniques and mechanisms
can be implemented in the learning process as
activities which purpose is to achieve certain
learning objectives, increase learners’ motivation to
complete them and engage students in a friendly
competitive environment with other learners.
Based on the previous research, the researcher
concludes that gamification is an effective tool to
increase the students’ interest because they enjoy
learning while playing game. Moreover, playing
games can creates good or positive enthusiastic
towards the materials and they can magnify their new
knowledge as learning experience by playing the
thinking-game. The researcher really believes that
using gamification is a persuasive way to encourage
the students’ interest to keep focusing in their subjects
at school especially in English lesson.
3. RESEARCH METHOD
3.1. Research Approach
This research used pre-experimental research design
by using pre-test and post-test with quantitative
approach, because the researcher wanted to
established possible cause and effect between
dependent, independent and mediating variable. The
researcher intended to describe the improvement of
students’ learning achievement and interest of the
eleventh-year students of UPT SMA Negeri 1 Barru by
comparing between the students’ score before and after
being taught by using Quizizz, also after analyzing
data of students’ interest from questionnaire.
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3.2. Research Design
This research used pre-experimental research design
by using pre-test and post-test with quantitative
approach, because the researcher wanted to
established possible cause and effect between
dependent, independent and mediating variable. The
researcher intended to describe the improvement of
students’ learning achievement and interest of the
eleventh-year students of UPT SMA Negeri 1 Barru by
comparing between the students’ score before and after
being taught by using Quizizz, also after analyzing
data of students’ interest from questionnaire. This
research was classified as pre-experimental design
because it did not have a control variable. In this
research, the researcher only has one group and used
pre-test and post-test to see the results of the test.
Gay (1992) defines that the experimental method is the
only method of the research that can truly test
hypotheses concerning cause and effect relationships.
Creswell (2012) explains that experimental researchers
test and idea (or practice or procedure) to determine its
effect on an outcome. There are three designs included
in pre-experimental. They are one-shot case study, one-
group pretest-posttest design and static group. The
researcher used one-group pretest-posttest design.
3.3. Research Instrument
1) Questionnaire
The questionnaire was used to get data filled in by
students themselves, commonly called a self-
completed questionnaire. On this occasion, the
researcher made sure all students filled out the
questionnaire. The form of the questionnaire in this
research was close-ended with simple questions to
minimize difficulties in understanding the questions.
The questions were related to students’ interest in
learning English.
2) Collecting data to determine students’ learning
achievement
The procedure of collecting data was divided into three
stages, namely:
The researcher administered test firstly. The pretest
was conducted at the beginning of this activity or
before doing treatment. This test used reading skill test
by giving multiple question along with the analytical
exposition text. The question was taken from Quizizz.
Then, the researcher explained what the students were
going to do. After that, the researcher checked the
students’ work and gave it score.
In the treatment, the researcher taught analytical
exposition text material by using Quizizz. It was held
in four meetings to improve the students’ reading skill.
Each meeting spent 90 minutes. In this case, the
gamification was usually used by the researcher and it
was carried out by the researcher in the reading class.
The following are the steps of the researcher in
treatment process.
The researcher explained about what exposition text is
(Analytical), introduced to students what was Quizziz
and how to analyze and write exposition text. These
treatment activities have same steps in each meeting.
3) Posttest
After giving treatment, the researcher administered a
posttest. The posttest was conducted at the end of this
activity or after doing treatment. This test used reading
skill test by giving multiple choice questions from
Quizizz. Then, the researcher explained what the
students are going to do. After that, the researcher
checked the students’ work and give it score.
3.4. Analysis Data
1) Questionnaire
The questionnaire was designed by providing five
choices. Choices used were ‘Strongly disagree,’
‘disagree,’ ‘neutral,’ ‘agree,’ and ‘strongly agree. The
data was analyzed by the technique that was followed.
This design used five choices to reduce the bias of
answers from subjects. This type was the so-called
Likert Style questionnaire. The questions were
designed to minimize uncertainty. The participants
were expected to fill by clicking the answer in the
online form or give tick mark on the questionnaire
paper on the space provided based on their own
choices to let us know what their choices are. The
researcher calculated all the scores of each statement
and perceive the total scores as a result of a percentage
Table 1. Scoring Classification of the Students’ Interest
Score interval Classification
85-100 Very high
69-84 High
52-68 Moderate
36-51 Low
20-35 Very low
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2) Pre-test and Post-test 3) Correlation

Finding the mean score of pretest and posttest, the
researcher used the following formula: ( X )( Y )

X =
X rxy =
 XY − N

N ( X ) 2
( Y ) 2
Where: X = The mean score / average X 2
−
N
Y 2
−
N

 X = The sum of all score rxy= correlation coefficient between X and Y

N
= The number of subject (students)  XY
(Gay, 2014: 323) = sum of cross products of deviation scores for
Standard deviation X and Y
SD X1 =
X
= Total score of X
 ( X 1 − X 1)2
( N1 − 1) Y
= Total score of Y
N = the number of subject (students)
t-test
D Table 3. Guideline for Interpretation of Correlation
t=
Coefficient
( D ) 2 Coefficient Interval Correlation Level
D− N
0,00-0,199
0,20-0,399
Very low
Low
N ( N − 1) 0,40-0,599 Medium
0,60-0,799 Strong
t = Test of significance
0,80-1,00 Very strong
D = The difference score between pre-test and post-test
(Sugiyono: 2008)
D = The mean of the difference score
 D = The sum of D score
4. RESULT AND DISCUSSION
( D ) 2

= The square of the sum of D 4.1. Research Result

To begin this study, the students completed a
N = The number of subjects
questionnaire (see appendix) that established their
(Gay, 1981: 366)
learning interest in English. The questionnaire asked
students to determine their interests by answering 15
This table used to categorize score based on the gain
items. Once the responses were collected, over the next
score of students’ reading skill test:
four meetings, the researcher taught the students by
using Quizizz based on the lesson plan arranged
Table 2. The Qualification of Students’ Achievement
before. Students watched videos, read the text, learned
Qualification Score
things related to analytical exposition, discussed it
Very good 93 – 100
Good 85 – 92 with their seatmates, answered the quiz, and made
Fair 78 – 84 conclusions. After that, the researcher administered the
Poor < 78 same questionnaire as in the first meeting to the
(Curriculum 2013) students. It was to find out the students' interest after
being taught by using Quizizz, whether there was an
increase in their interest or not.

The result of students’ learning interest before and

after being taught by using Quizizz is shown in the
following table.

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Table 4. Classification of Students’ Interest

Table 5. The Students’ Achievement in Pretest
After treatment
Before
Score treatment
Classificatio After treatment No. Qualification Score F %
interva
n
l Percentag Percentag
F F 1 Very good 93 – 100 1 3,57
e (%) e (%)
2 Good 85 – 92 4 14,3
85-100 Very high 7.14 2 50 14 3 Fair 78 – 84 1 3,57
4 Poor < 78 22 78,56
69-84 High 85.71 24 42.85 12
Total 28 100
52-68 Moderate 7.14 2 7.14 2
The result of posttest of the students on reading skill
36-51 Low - - - -
test of eleventh grade students of SMA Negeri 1 Barru
20-35 Very low - - - - is classified as follows:
Average
75.37 82.47
Score Table 6. The Students’ Achievement in Posttest

No. Qualification Score F %

The table 4. above shows that before treatment, most of
students were classified as high. There were 24
students (85.71%) were classified high and 2 students 1 Very good 93 – 100 4 14,3
(7.14%) were classified moderate. Only 2 students
2 Good 85 – 92 7 25
(7.14%) were classified very high.
3 Fair 78 – 84 8 28,56
Meanwhile, the result of students’ interest
classification after being taught by using Quizizz 4 Poor < 78 9 32,14
shows that most of the students were classified in very Total 28 100
high category. There were 14 students (50%) were
classified very high, 12 students (42.85%) were
classified high, and only 2 students (7.14%) were The table 6 above shows that in posttest, most of
classified moderate. students were classified in very good category. There
were 9 students (32.14%) were classified poor, 8
In addition, average score of students’ interest before students (28.56%) were classified fair, 7 students (25%)
and after the treatment has increased from 75.37 to were classified good. Then, there were 4 students
82.47. It indicates that after giving treatment by using (14.3%) classified very good.
Quizizz as learning media, the researcher got
information that the students’ interest in learning The data in posttest indicated that after giving
English has increased than before. treatment by using Quizizz as learning media, the
researcher got information that the students’
The result of students’ pretest on reading skill test of achievement was better than in pretest.
eleventh grade students of SMA Negeri 1 Barru was
classified from very good to very poor. Very good level
The test result of students’ means score and standard
was 86-100, good level was 71-85, and fair level was 56-
deviation of pretest and post-test is shown in the table
70. Here is the students’ achievement as follows:
5 below;

The table 5 shows that in pretest, many students were

classified in very poor category. There were 22 Table 7. The Mean Score and Standard Deviation of the
students (78.56%) were classified poor and 1 student Students’ Pretest and Posttest
Standard
(3.57%) were classified fair. 4 students (14.3%) were No Mean Score
Deviation
classified good category. Only 1 student (3.57) were
classified very good. 1 Pretest 55.35 23.64

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2 Posttest 81.42 11.77
After calculating the result of the students pretest and
posttest, the researcher presented the t - test in the
following table:
Table 8. The t-Test Value of the Students’ Pretest-
Posttest
t-Test Value df t-table Value
6.6 27 2.051
After calculating the students’ score before and after
the treatment, the researcher found that the t-test value
was 6.6 (see calculating t test value in page 119) by
probability significance (two tailed) was 2.051 or the
probability was higher than 0.05 as the level of
significance for two tailed tests, and the degree of
freedom (df) = 27, so (6.6 > 2.051).
After the the researcher got the total of students’
interest score and their achievement scores, he
continued to count them both of the students’ interest
score and their English learning achievement score
were correlated by using Pearson’s Product Moment.
From the calculation, it was known that rxy = 0.148 and
df = 26. If we compare with the table of “r” values at
the degree of significance of 5%. Then the correlation
between students’ interest in learning English and their
learning achievement was not significant (rxy = 0.148 <
0.374). It was also classified very low (0.00-0.199) based
on the interpretation of correlation coefficient table.
Hence, students’ interest influenced the improvement
of their learning achievement but was not significant.
The increase in students’ interest before and after
treatment was not too much but the students’
achievement improved a lot. It can be said that
students’ interest was not the main factor in this
matter. It could be because students only focus on
studying and doing tasks related to analytical
exposition for four meetings so that their
understanding is much better than before.
4.2. Research Discussion
Regarding to the research that was done in SMA
Negeri 1 Barru, it was found that there was significant
difference in the students’ interest and achievement in
learning English before and after given the treatment.
This research supports some previous researches as
conducted by Kiryakova in 2014. She found that game
techniques and mechanisms can be implemented in the
learning process as activities which purpose is to
achieve certain learning objectives, increase learners’
motivation to complete them and engage students in a
friendly competitive environment with other learners.
Gamification is an effective approach to make positive
change in students’ behavior and attitude towards
learning, to improve their motivation and engagement.
The results of the change have bilateral nature – they
can affect students’ results and understanding of the
educational content and create conditions for an
effective learning process.
As well as Rahmani in 2020 also found that
gamification is indeed beneficial for students in the
English class. It appears to be the solution for an
unsuccessful and passive learning environment as it is
beneficial to assist teachers in creating a more exciting
and meaningful learning experience for students. A
livelier learning environment, more active
engagement. Then, research of Al-hadithy & Ali (2018)
about gamification in learning English for academic
purposes and the result was an increase in active
learning, student involvement, self-efficacy,
independent learning and an increase in student
summative assessment after the application of
gamification in the form of Kahoot. Suryadi in Aina
(2018:14) state that someone can be interested in
learning activity if they do the activity with pleasure
and will prepare much time for that activity, having
high attention and curiosity toward the activity and
having fun in doing activity.
As a result, the researcher found those criteria during
teaching in the classroom. Quizizz is one of the
alternatives to boost up the students’ learning interest.
The students looked more active, enthusiastic, and
interested in learning. They were actively asking
questions, saying their opinions and discussing the
topic of the lesson with each other. Besides that, they
enjoy the learning process without being nervous
asking and answering questions.
By utilizing one of gamification types, Quizizz, the
researcher was able to enhance the students’
knowledge in reading comprehension for analytical
exposition text due to the fact that this online
application has several features and uses such as we
can add pictures, input equation, use some possible
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answers, and set up the time. Quizizz also enables the
teacher to present the materials as well as the review
quiz for each meeting so that the students can figure
out whether they have already mastered the analytical
exposition or not and it can be done in an interesting
and fun game. In improving the students’ mastery on
how to distinguish among the text, Quizizz has a
randomized answer feature by which the students can
notice the correct or incorrect answers for each
question and why the errors have occurred. Besides
that, Quizizz can assist the students to understand
structure of text per each paragraph. Moreover,
students could learn new vocabularies and get the
feedback immediately about their learning progress. In
addition to having invaluable features, Quizizz also
possesses some other interesting characteristics such as
leader board, rewards, and player icons. Moreover, not
only can it be accessed using laptop, the students can
also use their mobile phones to get connected to
Quizizz so that the students can play the game anytime
and anywhere.
Gamification can also provide learning model
characteristics such as challenges, satisfaction,
rewards, and dependence. Several studies concur with
the findings of this study which show positive attitude
toward the use of gamification in learning and which
reveal that by using gamification, the students’
engagement, experience and achievement in the
learning improved (Lee & Hammer, 2011; Jackson &
McNamara, 2013; Noroozi, McAlister, et al., 2016).
On the other hand, teaching analytical exposition text
in English using conventional teaching method which
was lecturing style, the students only listen to, watch,
and do exercises given by their teachers. The students
tend to be passive while the teachers like to dominate
the teaching and learning process. Hence, with all
features are provided in Quizizz, this application can
compete with other game which has same purpose
such as Kahoot, Duolingo, Brainscape and so on.
In conclusion, the use of Quizizz in the teaching and
learning process of analytical exposition text can make
a significant improvement on the students’
achievement and increase their interest in learning. It
could be stated that Quizizz questions can be a solution
to boost students’ learning interest but it cannot be
effective in improving students’ achievement. Quizizz
can increase students’ interest but the improvement of
their achievement could be caused of their learning
and practicing the lesson material in every meeting.
Interest cannot be the main factor in the improvement
of students’ achievement.
5. CONCLUSION
In relation to the research findings and discussion in
the previous chapter, the conclusions are presented;
this research shows that learning by using Quizizz can
increase students’ interest in learning English and
improve the students’ comprehension of analytical
exposition text. It shows that through Quizizz, the
students’ achievement in reading skill gets an
improvement. As a result, it means that there is
significant difference between average score of
students’ interest and students’ test score before and
after learning by using Quizizz. Therefore, this
research proved that using Quizizz in teaching reading
skill such as analytical exposition text for the eleventh-
grade students of SMA Negeri 1 Barru has a significant
influence in improving the students’ learning
achievement. In short, the use of Quizizz improved the
students’ learning interest and achievement.
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