Tesis

Lecturer\'s perception of gamification in teaching speaking / Nurlaila

Abstrak
Gamification a recognized teaching strategy harnesses game-like elements to stimulate creativity and motivation among learners by leveraging game design elements and principles to engage and motivate users. Its implementation by educators has promoted internal motivation and enhanced critical thinking and knowledge transfer. In the contemporary educational landscape cultivating 21st-century skills like critical thinking creativity and collaboration is imperative and gamification serves as a constructive avenue for achieving these competencies. Distinguishing between gamification and game-based learning which share similarities but differ in essence presents a challenge for educators. Given the increasing use of gamification and the evolving educational landscape understanding lecturers perceptions and perceived strategies regarding these concepts is vital. Prior studies have examined lecturers perceptions of gamification across different academic levels and contexts. While some studies highlighted the advantages of gamification in teaching grammar and speaking skills online others discussed its varied impacts including decreased intrinsic motivation and obstruction of learning goals when poorly designed. However there is limited research on lecturers perceptions of gamification particularly regarding their knowledge behaviors and perspectives. Additionally comprehensive studies on incorporating gaming elements into speaking instruction remain insufficient especially for higher education students. This study aims to address these gaps by providing valuable insights into using gamification in teaching speaking skills. Considering educators perspectives and experiences the findings could contribute to creating tailored training programs. This gap in research necessitates a thorough investigation into how gamification is perceived designed and implemented by educators in teaching speaking particularly in Indonesian higher education. Studies examining gamification elements in teaching speaking are limited emphasizing the need for exploration through surveys and interviews. Therefore this study examines lecturers perceptions and practices concerning gamification specifically in teaching speaking shedding light on their understanding and implementation of game elements for effective instruction. This study aims to investigate 45 lecturers rsquo perceptions of gamification in teaching speaking and their strategies for implementing gamification. This study reports on 1) participants rsquo views 2) participants rsquo understanding 3) participants rsquo actions and 4) participants rsquo strategies in implementing gamification in teaching speaking. A mixed-method approach was used in this study to investigate those four aspects. In the first phase the questionnaire was used to analyze the lecturers rsquo perceptions and it was then distributed to the participants via Google Forms. The second phase was conducting one-on-one interviews with three participants who met the requirements based on the questionnaire responses. The conditions or criteria for conducting the interview were based on their familiarity with gamification. Data from the questionnaire were then analysed numerically. The semi-structured interview was analysed using Ary et al. (2010) which uses three steps familiarising and organising coding reducing and interpreting and representing using NVivo 12 as a tool. The result will be explained descriptively. The quantitative and qualitative data are presented to support one another at the conclusion. The result from this study shows that lecturers have positive perceptions of gamification when teaching speaking. Gamification was said to help teach speaking and facilitate learning for students with more fun and engaging activities. Lecturers claimed that gamification brings potential benefits to the teaching and learning process. Nevertheless interesting findings are also highlighted in this study. Most of the lecturers from the qualitative data claimed that they are familiar with gamification. Yet qualitative data suggested that one of the lecturers still experienced mixed conceptions between gamification and game-based learning. In conclusion although many lecturers may be familiar with gamification the mixed conceptions between gamification and game-based learning observed in the qualitative data suggest that educators still need further clarification and understanding of these concepts. Furthermore the lecturers most used game elements are competition roleplay and reward. In the implementation of gamification it was also found that participants claimed different perspectives on whether gamification can be best implemented in higher-achieving students or lower-achieving students. This study also discovers the most popular elements used by lecturers namely roleplay competition and giving rewards. As gamification has various elements this finding proves that lecturers tend to be monotonous in implementing game elements. Lecturers in this study also explained their best practices and strategies for teaching speaking such as knowing students demographic background catching students rsquo attention giving clear instructions and goals and giving students feedback. The study results can benefit teachers looking to incorporate gamification into their speaking lessons. They can also serve as a reference for other researchers conducting similar studies. Based on these findings we suggest that the University offer opportunities for teachers to enhance their understanding of gamification by hosting workshops on the topic.

Informasi Detail

DDC

Rt 420.78 NUR l

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2023.

Deskripsi Fisik

xv, 82 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00470/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2023

Subjek

1. BAHAS INGGRIS - MEDIA PEMBELAJARAN
2. GAMIFICATION
3. ENGLISH - LEARNING MEDIA

Pembimbing

1. Dr. Johannes Ananto Prayogo, M.pd, M.ed.; 2. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

Lampiran Berkas