INVESTIGATING THE EFFECT OF DIGITAL-GAME BASED LEARNING ON EFL STUDENT’S MOTIVATION

Anggi Nurul Latifah; Ratih Novita Sari

doi:10.26877/jp3.v11i2.23784

INVESTIGATING THE EFFECT OF DIGITAL-GAME BASED LEARNING ON EFL STUDENT’S MOTIVATION

Anggi Nurul Latifah, Ratih Novita Sari

Abstract

Penelitian ini bertujuan untuk menyelidiki bagaimana DGBL “menggunakan aplikasi Quizizz” mempengaruhi motivasi siswa EFL dalam belajar bahasa Inggris dan mengidentifikasi persepsi siswa tentang metode pengajaran ini terhadap motivasi mereka. Penelitian ini menggunakan metode deskriptif kuantitatif yang dikombinasikan dengan desain kuasi-eksperimental. Instrumen dalam penelitian ini menggunakan kuesioner dengan skala likert 5 poin, mulai dari “sangat tidak setuju” hingga “sangat setuju”. Penelitian ini dilakukan selama satu semester di sebuah sekolah menengah atas negeri di Jakarta, dengan melibatkan sampel sebanyak 72 siswa kelas XI. Para siswa dibagi menjadi dua kelompok: 36 orang dalam kelompok kontrol yang menjalani metode pembelajaran tradisional, dan 36 siswa dalam kelompok eksperimen yang terlibat dengan platform Quizizz yang menggunakan pendekatan Digital Game-Based Learning (DGBL). Hasil kuesioner motivasi menunjukkan bahwa Digital Game-Based Learning (DGBL) meningkatkan motivasi siswa untuk belajar, baik dari perspektif intrinsik maupun ekstrinsik dengan skor rata-rata motivasi intrinsik (IM) siswa (M= 3,7-3,9), dan pada dimensi motivasi ekstrinsik (EM), respon siswa menunjukkan antusiasme yang lebih tinggi dengan kisaran (M= 4,0-4,4) dan kuesioner persepsi siswa terhadap DGBL cenderung positif. Kesimpulannya adalah siswa lebih termotivasi untuk belajar bahasa Inggris menggunakan metode DGBL dibandingkan dengan metode tradisional. Siswa tidak hanya tertarik dan dapat menerima, tetapi juga meningkatkan motivasi dan partisipasi selama proses pembelajaran, serta pembelajaran berbasis permainan.

Keywords

pembelajaran berbasis permainan digital; kuis; siswa EFL; motivasi siswa

Full Text:

PDF

References

Anggraheni, D., & Yogatama, A. (2023a). Student perception of game-based learning to facilitate English business writing in a flipped classroom. Journal on Education, 5(4), 17345–17351.

Anggraheni, D., & Yogatama, A. (2023b). Student perception of game-based learning to facilitate English business writing in a flipped classroom. Journal on Education, 5(4), 17345–17351.

Anggraini, M. P., Anugerahwati, M., Sari, R. N., & Miranty, D. (2024). The ICT use of informal digital learning in enhancing EFL university students. https://callej.org/index.php/journal/article/view/414

Anicharico, E. J., Mercado, E. E. B., Brugés, L. E. A., & Ojeda, J. D. (2024). Effects of motivation when learning: A case study in Valledupar secondary education. Nanotechnology Perceptions, 20(S14). https://doi.org/10.62441/nano-ntp.v20iS14.128

Barz, N., Benick, M., Dörrenbächer-Ulrich, L., & Perels, F. (2024). The effect of digital game-based learning interventions on cognitive, metacognitive, and affective-motivational learning outcomes in school: A meta-analysis. Review of Educational Research, 94(2), 193–227. https://doi.org/10.3102/00346543231167795

Camacho-Sánchez, R., Rillo-Albert, A., & Lavega-Burgués, P. (2022). Gamified digital game-based learning as a pedagogical strategy: Student academic performance and motivation. Applied Sciences, 12(21), 11214. https://doi.org/10.3390/app122111214

Chen, C.-C., & Tu, H.-Y. (2021). The effect of digital game-based learning on learning motivation and performance under social cognitive theory and entrepreneurial thinking. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.750711

Chen, C.-H., Shih, C.-C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): A meta-analysis. Educational Technology Research and Development, 68(4), 1855–1873. https://doi.org/10.1007/s11423-020-09794-1

Hasanzadeh, S., Shayesteh, S., & Pishghadam, R. (2024). Investigating the role of teacher concern in EFL students’ motivation, anxiety, and language achievement through the lens of self-determination theory. Learning and Motivation, 86, 101992. https://doi.org/10.1016/j.lmot.2024.101992

Hashemi, S. S. A., Fayaz, M. I., & Ramesh, F. (2024). Role of motivation for learning English as foreign language. Sprin Multidisciplinary Journal in Pashto, Persian & English, 2(1), 1–4. https://doi.org/10.55559/smjppe.v2i01.145

Irwansyah, R., & Izzati, M. (2021). Implementing Quizizz as game-based learning and assessment in the English classroom. TEFLA Journal, 3(1), 13–18. https://doi.org/10.35747/tefla.v3i1.1055

Ishak, S. A., Din, R., & Hasran, U. A. (2021). Defining digital game-based learning for science, technology, engineering, and mathematics: A new perspective on design and developmental research. Journal of Medical Internet Research, 23(2), e20537. https://doi.org/10.2196/20537

Jääskä, E., Lehtinen, J., Kujala, J., & Kauppila, O. (2022a). Game-based learning and students’ motivation in project management education. Project Leadership and Society, 3, 100055. https://doi.org/10.1016/j.plas.2022.100055

Jääskä, E., Lehtinen, J., Kujala, J., & Kauppila, O. (2022b). Game-based learning and students’ motivation in project management education. Project Leadership and Society, 3, 100055. https://doi.org/10.1016/j.plas.2022.100055

Jääskä, E., Lehtinen, J., Kujala, J., & Kauppila, O. (2022c). Game-based learning and students’ motivation in project management education. Project Leadership and Society, 3, 100055. https://doi.org/10.1016/j.plas.2022.100055

Jihan, C. N., & Maharsi, I. (n.d.). EFL students’ perception towards game-based learning in secondary school: A descriptive qualitative study. J-SHMIC: Journal of English for Academic Purposes. https://journal.uir.ac.id/index.php/jshmic

Karpayah, A. A., & Lynn-Sze, N. (2023). Using video-assisted learning in teaching camera tracking to visual effects students in Malaysia – A review. In Proceedings of the 2nd International Conference on Creative Multimedia 2022 (ICCM 2022) (pp. 67–74). Atlantis Press. https://doi.org/10.2991/978-2-494069-57-2_9

Kiguchi, M., Saeed, W., & Medi, I. (2022). Churn prediction in digital game-based learning using data mining techniques. Applied Soft Computing, 118, 108491. https://doi.org/10.1016/j.asoc.2022.108491

Laksmi, N. K. P., Yasa, I. K. A., & Mirayani, K. A. M. (2021). The use of animation video as learning media for young learners to improve EFL students’ motivation in learning English. Lingua, 17(1), 42–52. https://doi.org/10.34005/lingua.v17i1.1378

Marrahi Gomez, V., & Belda-Medina, J. (2023). The integration of augmented reality (AR) in education. Advances in Social Sciences Research Journal, 9(12), 475–487. https://doi.org/10.14738/assrj.912.13689

Munawir, A., & Hasbi, N. P. (2021). The effect of using Quizizz to EFL students’ engagement and learning outcome. English Review: Journal of English Education, 10(1), 297–308. https://doi.org/10.25134/erjee.v10i1.5412

Nur, S., & Abubakar, M. (2022). Teachers’ perception towards the use of Quizizz in English Education Department at UIN Alauddin Makassar. ETERNAL, 8(2). https://doi.org/10.24252/Eternal.V82.2022.A10

Perera, V. H., & Hervás-Gómez, C. (2021a). University students’ perceptions toward the use of an online student response system in game-based learning experiences with mobile technology. European Journal of Educational Research, 10(2), 1009–1022. https://doi.org/10.12973/eu-jer.10.2.1009

Perera, V. H., & Hervás-Gómez, C. (2021b). University students’ perceptions toward the use of an online student response system in game-based learning experiences with mobile technology. European Journal of Educational Research, 10(2), 1009–1022. https://doi.org/10.12973/eu-jer.10.2.1009

Prensky, M. (2001). Digital game-based learning. McGraw-Hill.

Rangel-de Lázaro, G., & Duart, J. M. (2023). You can handle, you can teach it: Systematic review on the use of extended reality and artificial intelligence technologies for online higher education. Sustainability, 15(4), 3507. https://doi.org/10.3390/su15043507

Setiyani, S., Fitriyani, N., & Sagita, L. (2020). Improving students’ mathematical problem-solving skills through Quizizz. JRAMathEdu, 5(3), 276–288. https://doi.org/10.23917/jramathedu.v5i3.10696

Singh, P. (2022). Attitude of prospective teachers towards digital game-based learning (DGBL). Educational Quest, 13(1). https://doi.org/10.30954/2230-7311.1.2022.6

Tempski, P., Arantes-Costa, F. M., Kobayasi, R., Siqueira, M. A. M., Torsani, M. B., Amaro, B. Q. R. C., ... Martins, M. A. (2021). Medical students’ perceptions and motivations during the COVID-19 pandemic. PLOS ONE, 16(3), e0248627. https://doi.org/10.1371/journal.pone.0248627

Turg‘unova, F., & Rustamova, S. A. (2023). Ways to increase students’ motivation in English classes. Journal of Foreign Languages and Linguistics, 5(5).

Wang, K., Liu, P., Zhang, J., Zhong, J., Luo, X., Huang, J., & Zheng, Y. (2023a). Effects of digital game-based learning on students’ cyber wellness literacy, learning motivations, and engagement. Sustainability, 15(7), 5716. https://doi.org/10.3390/su15075716

Wang, K., Liu, P., Zhang, J., Zhong, J., Luo, X., Huang, J., & Zheng, Y. (2023b). Effects of digital game-based learning on students’ cyber wellness literacy, learning motivations, and engagement. Sustainability, 15(7), 5716. https://doi.org/10.3390/su15075716

Wang, L.-C. C., Lam, E. T. C., & Jiang, S. (2024). A preliminary investigation of the effectiveness of Quizizz on vocabulary acquisition between individual and group practices in Chinese as a foreign language high school classes in the U.S.A. International Journal of Chinese Language Teaching. https://doi.org/10.46451/ijclt.20240307

Yong, A., & Rudolph, J. (2022). A review of Quizizz – a gamified student response system. Journal of Applied Learning & Teaching, 5(1). https://doi.org/10.37074/jalt.2022.5.1.18

Zheng, Y., Zhang, J., Li, Y, Wu, X., Ding, R., Luo, X., Liu, P., & Huang, J. (2024a). Effects of digital game-based learning on students’ digital etiquette literacy, learning motivations, and engagement. Heliyon, 10(1), e23490. https://doi.org/10.1016/j.heliyon.2023.e23490

Zheng, Y., Zhang, J., Li, Y, Wu, X., Ding, R., Luo, X., Liu, P., & Huang, J. (2024b). Effects of digital game-based learning on students’ digital etiquette literacy, learning motivations, and engagement. Heliyon, 10(1), e23490. https://doi.org/10.1016/j.heliyon.2023.e23490

DOI: https://doi.org/10.26877/jp3.v11i2.23784