Amalia, Lailatun Nisvi Rizki (2025) The effects of game-based grammar practice using baamboozle on sixth graders’ simple past tense mastery and engagement across diverse learning styles / Lailatun Nisvi Rizki Amalia</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This study investigated the effects of game-based practice using Baamboozle on sixth graders rsquo mastery of the simple past tense differences among students rsquo mastery with varying learning styles and engagement during its use. A quasi-experimental design was used with sixth graders in Malang Indonesia divided into an experimental group (practicing with Baamboozle) and a control group (practicing with worksheets). Classes were selected based on learning style diversity. Data were gathered through pre- and post-tests engagement observations over four sessions and a post-intervention focus group interview. For research question 1 the experimental group scored higher on both pre- test (M 67.00) and post-test (M 67.12) than the control group (M 44.31 and 63.77) but a significant difference already existed in the pre-test. An ANCOVA revealed no significant group effect after controlling for the initial difference (F 1.384 p 0.245) indicating no significant improvement after using Baamboozle. For research question 2 the Kruskal-Wallis test found no significant differences in pre-test (H 1.491 p 0.684) or post-test (H 2.053 p 0.561) scores across visual auditory kinesthetic and visual-auditory learners. It suggested that Baamboozle supported all learning styles equally in terms of simple past tense mastery. For research question 3 most students showed moderate engagement with Visual and auditory learners appeared more engaged than kinesthetic learners. The interaction-based behavioral engagement was the most observed (180 instances) and the interaction-based social engagement was the least observed (57 instances). Most students consistently demonstrated engagement in indicators related to interaction-based behavioral and cognitive dimensions especially on simple tasks. However cognitive engagement indicators involving more complex activities such as problem-solving and peer discussion appeared to be more challenging. Emotional and social engagement indicators also showed varied patterns with many students displaying enjoyment through non-verbal cues but struggling with interactions with peers and the teacher. For research question 4 factors contributing to student engagement included psychological factors (excitement enthusiasm) relationship with peers including peer collaboration teacher-student relationships and other classroom factors like timing and seating. Students showed flexibility regardless of the teaching approaches used in relation to their learning styles. Overall Baamboozle promoted an engaging learning environment but did not significantly enhance the simple past tense mastery. Teachers are suggested to balance cognitive and social demands with proper support especially for kinesthetic and less proficient learners. Future research should explore personalized strategies and longer intervention period to improve both mastery and engagement.
| 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/390578 |
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