Email this article 
.png)
.png)
1.png)
Gamified Balinese Local Stories Effect As A Teaching Media Towards Young Learners’ Speaking Skill
Abstract
Abstrak: Penelitian ini bertujuan untuk mencari tahu efek dari gamifikasi cerita lokal Bali sebagai media belajar terhadap keterampilan berbicara Bahasa Inggris untuk pelajar usia dini. Kuasi-eksperimental dengan desain one group pre-test post-test diterapkan sebagai metode penelitian. Seluruh siswa SD Negeri 4 Kaliuntu menjadi populasi penelitian ini sedangkan sampelnya yaitu 38 siswa kelas 5 pada tahun akademik 2019/2020. Adapun 3 instrumen yang digunakan meliputi gamifikasi berdasarkan cerita lokal Bali sebagai instrumen perlakuan, tes keterampilan berbicara sebagai instrumen pretest-posttest dan rubrik penilaian berbicara. 5 dimensi keterampilan berbicara dijadikan landasan pembuatan rubrik penilaian. Pretest dan posttest diberikan kepada grup eksperimental sebanyak 6 kali secara berulang. Setelah diberikan perlakuan, skor rata-rata posttest siswa lebih tinggi (79,95) dibandingkan skor rata-rata pretest (69,97). Hasil dari paired sample t-test menunjukkan bahwa Sig (2-tailed) adalah .000 yang menunjukkan adanya efek signifikan dari penggunaan gamifikasi cerita lokal Bali sebagai media pengajaran pada keterampilan berbicara pelajar usia dini.
Abstract: This study was aimed to find out the effect of gamified Balinese local stories as teaching media towards young learners’ speaking skills in English. Quasi-experimental with one group pretest-posttest design was implemented as the method of this research. All of the students of SD Negeri 4 Kaliuntu became the population of this study, while the sample was 38 fifth grade students in the academic year of 2019/2020. There were three instruments in this research that included gamified Balinese local stories as the treatment instrument, speaking test as the pretest-posttest instrument, and speaking rubric. Five dimensions of speaking skills were inserted in the speaking rubric. Pretest and posttest were given to the experimental group for six times repeatedly. After being treated, the average score of students’ posttests was higher (79.95) than the average score of pretests (69.97). Also, the result of the paired sample t-test revealed that the value of Sig (2-tailed) is .000 which implied that there was a significant effect of gamified Balinese local stories as teaching media towards young learners’ speaking skills.
Keywords
Full Text:
PDFReferences
Alfulaih, W., & Elsayed, F. A. (2018). The Impact of Using Games On Developing Saudi Female EFL Students ’ Speaking Skills Kingdom of Saudi Arabia Ministry of Education Al-Imam Muhammad Ibn Saud Islamic University College of Languages and Translation Department of English Language and Literatu. March.
Bakhsh, S. A. (2016). Using Games as A Tool in Teaching Vocabulary to Young Learners. English Language Teaching, 9(7), 120. https://doi.org/10.5539/elt.v9n7p120
Cameron. (2002). Teaching Languages to Young Learners. L. Cameron. ELT Journal, 56(2), 201–203. https://doi.org/10.1093/elt/56.2.201
Da Rocha Seixas, L., Gomes, A. S., & De Melo Filho, I. J. (2016). Effectiveness of Gamification In the Engagement of Students. Computers in Human Behavior, 58, 48–63. https://doi.org/10.1016/j.chb.2015.11.021
De Paepe, A. E., Sierpowska, J., Garcia-Gorro, C., Martinez-Horta, S., Perez-Perez, J., Kulisevsky, J., Rodriguez-Dechicha, N., Vaquer, I., Subira, S., Calopa, M., Muñoz, E., Santacruz, P., Ruiz-Idiago, J., Mareca, C., de Diego-Balaguer, R., & Camara, E. Ogo-Chukwu, (2019). Gamification - Influence On Elementary Pupils’ Learning Outcomes and Engagement In English Language. Journal of Chemical Information and Modeling, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Derakhshan, A., & Davoodi Khatir, E. (2015). The Effects of Using Games on English Vocabulary Learning. Journal of Applied Linguistics and Language Research, 2(3), 39–47. www.jallr.ir
Džanić, N. D., & Pejić, A. (2016). The Effect of Using Songs On Young Learners and Their Motivation for Learning English. NETSOL: New Trends in Social and Liberal Sciences, 1(2), 40–54. https://doi.org/10.24819/netsol2016.8
Furdu, I., & Köse, U. (2017). Pros and Cons Gamification and Gaming in Classroom. July.
Gafni, R., Achituv, D. B., & Eidelman, S. (2018). The Effects of Gamification Elements In E-Learning Platforms. Online Journal of Applied Knowledge Management, 6(2), 37–53. http://www.iiakm.org/ojakm/articles/2018/volume6_2/OJAKM_Volume6_2pp37-53.pdf
García, L. A., & Alvaro, B. T. (2017). Gamification in English Teaching in Primary Education Resumen. Thesis.
Gros, B. (2007). Digital Games in Education: Design of Games-based Learning Environments. Journal of Research on Technology in Education, 40(1), 23–38. https://doi.org/10.1080/15391523.2007.10782494
Gudu, B. (2015). Teaching Speaking Skills In English Language Using Classroom Activities in Secondary School Level in Eldoret Municipality. Journal of Education and Practice, 6(35), 63.
Imaniah, I., Tangerang, U. M., Nargis, N., & Tangerang, U. M. (2018). Teaching English for Young Learners © 2017 (Issue September).
Korkeakoski Kirsi & Siklander Pirkko. (2018). Enhancing Engagement, Enjoyment and Learning Experiences by Gamification On An English Course for Healthcare Students. Seminar.Net, 14(1), 13–30. https://doi.org/https://journals.hioa.no/index.php/seminar/article/view/2579
Lee, L. (2015). Digital Media and Young Children ‘ s Learning : A Case Study of Using iPads in American Preschools. 5(12), 12–15. https://doi.org/10.7763/IJIET.2015.V5.643
Leong, L.-M., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
Mattarima, K. (2011). The Teaching Constraints of English as A Foreign Language in Indonesia : The Context of School Based Curriculum. 4(2), 287–300.
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards Understanding The Effects of Individual Gamification Elements On Intrinsic Motivation and Performance. Computers in Human Behavior, 71, 525–534. https://doi.org/10.1016/j.chb.2015.08.048
Mert, Y., & Samur, Y. (2018). Students’ Opinions Toward Game Elements Used in Gamification Application. Turkish Online Journal of Qualitative Inquiry, 9(2), 70–101. https://doi.org/10.17569/tojqi.364130
Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review. International Journal of Research in English Education, 2(3), 10–21. https://doi.org/10.18869/acadpub.ijree.2.3.10
Nitiasih, P. K., Budiarta, L. G. R., & Mahayanti, N. W. S. (2020). Gamifying Balinese Local Story: Facilitating Gen Z in Learning English. 394(Icirad 2019), 234–239. https://doi.org/10.2991/assehr.k.200115.038
Padmadewi, N., Agustini, D., & Artini, L. (2017). Pengantar Micro Teaching. Malang: Rajagrafindo Persada.
Papp, T. A. (2017). Gamification Effects On Motivation and Learning: Application to Primary and College Students. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8(3), 3193–3201. https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-8-2017/Gamification-Effects-on-Motivation-and-Learning.pdf
Riegel, C., & Mete, R. (2017). Educational Technologies for K-12 Learners: What Digital Natives and Digital Immigrants Can Teach One Another. Educational Planning, 24(4), 49–58.
Setiawan, A., Praherdhiono, H., & Suthoni, S. (2019). Penggunaan Game Edukasi Digital Sebagai Sarana Pembelajaran Anak Usia Dini. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran) Kajian Dan Riset Dalam Teknologi Pembelajaran, 6(1), 39–44. https://doi.org/10.17977/um031v6i12019p039
Singh, A. (2014). Challenges and Issues of Generation Z. IOSR Journal of Business and Management, 16(7), 59–63. https://doi.org/10.9790/487x-16715963
Stickel, L. H. (2017). Digital Natives and Digital Immigrants: Exploring Online Harassment Victimization By Generational Age. International Journal of Cyber Criminology, 11(1), 39–62. https://doi.org/10.5281/zenodo.495771
Taghizadeh, M., Street, H., Square, R., Vaezi, S., Street, H., Square, R., Ravan, M., Street, H., & Square, R. (2015). Digital Games, Songs and Flashcards and their Effects on Vocabulary Knowledge of Iranian Preschoolers. 156–171.
Trisanti, N. (2016). English Digital Talking Books As Media to Teach Narrative Writing. Journal of English Language Teaching, 5(2), 1–8.
Ur, P. (1996). A Course in Language Teaching. Cambridge: Cambridge University Press.
Zichermann, G., & Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. [S.l.]: "O’Reilly Media, Inc.", 2011. http://storage.libre.life/Gamification_by_Design.pdf
DOI: http://dx.doi.org/10.17977/um031v7i22020p086
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Ida Ayu Fortuna Ningrum, Putu Kerti Nitiasih, Luh Gd Rahayu Budiarta
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
======================================================================
Jurnal Inovasi dan Teknologi Pembelajaran published by Universitas Negeri Malang in collaboration with the Asosiasi Program Studi Teknologi Pendidikan Indonesia (APS TPI) and Ikatan Profesi Teknologi Pendidikan Indonesia (IPTPI) with a MoU.
Publisher Address:
Educational Technology Laboratorium, Building D5, 1st Floor
Faculty of Education, Universitas Negeri Malang
Semarang St. No. 5, Malang City, East Java Province, Postal Code 65145
Email: jinotep.fip@um.ac.id
======================================================================
1.png)
.png)
1.png)
4.png)
2.png)
1.png)
1.png)
.png)
_3.png)
JINOTEP is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JINOTEP Statistics (Since July 13th, 2020)