GAMIFIED LEARNING IN SPEAKING CLASS: INVESTIGATION OF OUTCOMES AND STUDENTS’ FEEDBACK AT TENTH GRADE STUDENTS OF SMAN 1 KOTA BENGKULU
Abstract
This study aims to analyze the effect of game-based learning (gamified learning)
on improving eighth-grade students' speaking skills in English lessons at SMAN 1
Bengkulu City and to determine students' perceptions of the method's
implementation. This study used a mixed-methods approach by combining
quantitative and qualitative data. Quantitative data were obtained through
speaking tests (pre-test and post-test) and questionnaires with 20 Likert scale
statements, while qualitative data were collected through semi-structured
interviews and classroom observations. The pre-test results showed an average
student score of 50.33 with a dominant category of "sufficient" (40%), while the
post-test results increased significantly with an average of 84.00 and a dominant
category of "very good" (50%). Descriptive statistical analysis also showed that all
aspects of speaking skills improved, with the highest scores in the aspects of task
completion (mean 4.47) and interaction engagement (mean 4.40). Observational
results showed that the majority of students participated actively, focused, and
enthusiastically, while interviews revealed that students felt more motivated,
confident, and brave in speaking English through games. Thus, gamification
learning has been proven to be effective in improving speaking skills while creating
a fun learning atmosphere.
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