Rosyidah, Umniyah Juman (2025) Discovering gamification elements that enhance english proficiency of junior high school student: the role of engagement as mediator / Umniyah Juman Rosyidah</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
In this current era gamification has been implemented in junior high schools to enhance students rsquo English learning outcomes. However the gaps in the previous existing study discovered include (1) The missing point between the implementation of gamification as whole in English classes and the implementation of specific gamification elements for non-English classes (2) The missing point of the implementation of gamification elements between the technological and non-technological based environments (3) the potential mediator of engagement in the relationship between gamification and English proficiency. Therefore to contribute to the existing gaps discovered this research aims to answer RQs (1) Which gamification elements affect the English proficiency of junior high school students (2) Whether or not engagement has the role to mediate the relationship between gamification elements and English proficiency of junior high school students This research is the quantitative research that uses non-experimental explanatory research design. Utilizing purposive sampling this research involved 553 respondents from nine schools (five public schools and four private schools). The data of this research was collected through test and questionnaire. The test was in the form of TOEFL-like test adjusted in the questions and score identification that reduces the students rsquo time to do according to the TOEFL content by ETS while the questionnaire was developed based on several sources by using 1-6 Likert scale. The expert validation shows that the questionnaire items are all valid with some revisions based on the recommendation while the piloting shows that the test questions and questionnaire items are valid and reliable. The data from test results and the questionnaire were analyzed employing SEM-PLS helped by SmartPLS 4 App. Through this research I found that quest has the P-value of 0.022 ( lt 0.05) progress has the P-value of 0.159 ( gt 0.05) progress has the P-value of 0.006 ( lt 0.05) social loop has the P-value of 0.039 ( lt 0.05) and visible status has the P-value of 0.847 ( gt 0.05). It shows that quest feedback and social loop are the gamification elements that can enhance English proficiency while visible status cannot affect the English proficiency of junior high school students. In addition from the indirect effect it shows that the role engagement on the relationship between quest and English proficiency has the P-value of 0.001 ( lt 0.05) progress and English proficiency has the P-value of 0.000 ( lt 0.05) feedback and English proficiency has the P-value of 0.000 ( lt 0.05) social loop and English proficiency has the P-value of 0.007 ( lt 0.05) as well as visible status and English proficiency has the P-value of 0.413 ( gt 0.05). Therefore it shows that engagement only mediates quest progress feedback and social loop on English proficiency and cannot mediate the relationship between visible status and English proficiency of junior high school students. Interestingly the intensity of social loop implementation affects optimally students rsquo listening proficiency level. Therefore the teachers and developers need to focus more on the learning implementation that applies quest feedback and social loop in their classrooms. However during the implementation of these gamification elements (i.e. quest progress feedback and social loop) teachers or developers need to maintain that the students are still engaged with the learning activities. Maintaining students engaged with the learning activities will maximize the implementation of gamification elements to enhance the English proficiency of junior high school students. Because of the limitations identified in this research future researchers need to conduct research that involves (1) other gamification elements or other learning outcome enhancement factors (e.g. points) (2) other mediators (e.g. motivation) to discover visible status role in gamification for English proficiency enhancement (3) qualitative data to comprehend the research results (4) all proficiency by conducting longer research period.
| Item Type: | Thesis (Masters) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 08 Jul 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/390577 |
Actions (login required)
 |
View Item |