ENHANCING STUDENTS’ ORAL ARTICULATION IN ENGLISH BY USING GAMIFICATION: STUDENTS’ PERCEPTION
Keywords:
articulation, gamification, students' perception
Abstract
Gamification offers various types of learning English, especially oral articulation. Oral articulation or pronunciation is often a big problem in learning English, Therefore the students must be able to speak up with good articulation like a native speaker. One type of gamification is ELSA Speak Application. The study aims to know students’ articulation and students perception of learning English articulation by gamification. This application is used to train students’ oral articulation to match the articulation of native speakers. This study uses qualitative description and the data is taken through observation and interviews. The participant consisted of 20 students in the 9th grade of Junior High School in Medan. Based on the results of the interview, the students admitted that gamification can improve articulation in English. In conclusion, the students have positive experiences in learning English pronunciation or articulation by using gamification. They agree that learning with gamification makes it interesting and fun.
Downloads
Download data is not yet available.
References
Ahmad, A., Zeshan, F., Khan, M. S., Marriam, R., Ali, A., & Samreen, A. (2020). The impact of gamification on learning outcomes of computer science majors. ACM Transactions on Computing Education (TOCE), 20(2), 1-25. https://doi.org/10.1145/3383456
Barcomb, M., & Cardoso, W. (2020). Rock or Lock? Gamifying an online course management system for pronunciation instruction: Focus on English/r/and/l/. CALICO Journal, 37(2). https://doi.org/10.1558/cj.36996
Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188. DOI: https://doi.org/10.1017/S0958344018000228.
Creswell, J. W. (2012)., Conducting, and Evaluating Quantitative and Qualitative Research (Fourth Edi; PA Smith, Ed.). Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris
Drozdikova-Zaripova, A. R., & Sabirova, E. G. (2020). Usage of Digital Educational Resources in Teaching Students with Application of" Flipped Classroom" Technology. Contemporary Educational Technology, 12(2).
Daulay, S. H., Lubis, Y., Damanik, E. S. D., Wandini, R. R., & Putri, F. A. (2021). Does Pictionary Game Effective For Students’ Speaking Skill? Journal of English Language Teaching and Linguistics, 13.
Daulay, S. H., Daulay, N. K., Daulay, A. H., Reflina, R., Maysarah, S., & Khairunnisa, D. (2021). Online Learning Problems in the Covid-19 Pandemic for English Education Students. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2373-2380.
Daulay, SH., (2021). Developing Vocabulary by Educational Game. Kediri: CV. Cakrawala Satria Mandiri.
Daulay, S.H. & Damanik, E.S.D (2022). Using WhatsApp to increase Students’ ability in English: Teacher’s Creativity. JET (Journal English Teaching) Adi Buana 7(01), 35-44. https://doi.org/10.36456/jet.v7.n01.2022.5318
Daulay, S.H., Wandira, B., Kurniati, EY. (2023). Professionalizing Your English Teaching. Book Review. Routledge: Education 3-13
Esteves, M., Pereira, A., Veiga, N., Vasco, R., & Veiga, A. (2017, September). The use of new learning technologies in higher education classroom: A case study. In International Conference on Interactive Collaborative Learning (pp. 499-506). Springer, Cham.
Fithriani, R. (2021). The utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 22(3), 146-163.
Gong, Y. (2021). Application of virtual reality teaching method and artificial intelligence technology in digital media art creation. Ecological Informatics, 63, 101304. https://doi.org/10.1016/j.ecoinf.2021.101304
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Klabbers, J. H. G.(2018). On the architecture of game science. Simulation & Gaming, 49(3), 207-245. https://doi.org/10.1177/1046878118762534
Lilia, R., & Elena, T. (2019). Gamification as a field landmark in educational research. Journal of Language and Education, 5(3 (19)), 4-10.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. Penguin. https://doi.org/10.1007/s11422-012-9426-y
Rosyid, A., & Hidayati, P. S. (2020). Teaching Pronunciation through MALL: Promoting EFL Learners’ Pronunciation and their Learning Autonomy.
Sanosi, A. B. (2018). The effect of Quizlet on vocabulary acquisition. Asian Journal of Education and e-learning, 6(4).
Sartini, S. (2020). Kahoot in Maritime English Teaching: Its Impact on Nautical Science Cadet's Oral Reproduction and Vocabulary. English Language Teaching Educational Journal, 3(1), 41-51.
Suryani, I., & Daulay, S. H. (2022). Students’ Perceptions on Writing Activities by Using Padlet Application. The Proceedings of English Language Teaching, Literature, and Translation (ELTLT), 11, 175-188.
Tanjung, A.P., & Daulay, S.H (2022). Quizlet And Vocabulary Mastery: Students’ Perception. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 5, pp. 267-276)
Waluyo, B., & Bucol, J. L. (2021). The impact of gamified vocabulary learning using Quizlet on low-proficiency students. Computer Assisted Language Learning Electronic Journal, 22(1), 164-185.
Wei, X., Guo, D., Yang, G., Liu, Y., Zhang, Q., 2019, March. Online learning and teaching resource management system based on virtual reality technology. In: International Conference on Technology in Education. Springer, Singapore, pp. 103–115.
Yıldırım, İ., & Şen, S. (2021). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 29(8), 1301-1318. https://doi.org/10.1080/10494820.2019.1636089
Barcomb, M., & Cardoso, W. (2020). Rock or Lock? Gamifying an online course management system for pronunciation instruction: Focus on English/r/and/l/. CALICO Journal, 37(2). https://doi.org/10.1558/cj.36996
Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188. DOI: https://doi.org/10.1017/S0958344018000228.
Creswell, J. W. (2012)., Conducting, and Evaluating Quantitative and Qualitative Research (Fourth Edi; PA Smith, Ed.). Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris
Drozdikova-Zaripova, A. R., & Sabirova, E. G. (2020). Usage of Digital Educational Resources in Teaching Students with Application of" Flipped Classroom" Technology. Contemporary Educational Technology, 12(2).
Daulay, S. H., Lubis, Y., Damanik, E. S. D., Wandini, R. R., & Putri, F. A. (2021). Does Pictionary Game Effective For Students’ Speaking Skill? Journal of English Language Teaching and Linguistics, 13.
Daulay, S. H., Daulay, N. K., Daulay, A. H., Reflina, R., Maysarah, S., & Khairunnisa, D. (2021). Online Learning Problems in the Covid-19 Pandemic for English Education Students. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2373-2380.
Daulay, SH., (2021). Developing Vocabulary by Educational Game. Kediri: CV. Cakrawala Satria Mandiri.
Daulay, S.H. & Damanik, E.S.D (2022). Using WhatsApp to increase Students’ ability in English: Teacher’s Creativity. JET (Journal English Teaching) Adi Buana 7(01), 35-44. https://doi.org/10.36456/jet.v7.n01.2022.5318
Daulay, S.H., Wandira, B., Kurniati, EY. (2023). Professionalizing Your English Teaching. Book Review. Routledge: Education 3-13
Esteves, M., Pereira, A., Veiga, N., Vasco, R., & Veiga, A. (2017, September). The use of new learning technologies in higher education classroom: A case study. In International Conference on Interactive Collaborative Learning (pp. 499-506). Springer, Cham.
Fithriani, R. (2021). The utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 22(3), 146-163.
Gong, Y. (2021). Application of virtual reality teaching method and artificial intelligence technology in digital media art creation. Ecological Informatics, 63, 101304. https://doi.org/10.1016/j.ecoinf.2021.101304
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Klabbers, J. H. G.(2018). On the architecture of game science. Simulation & Gaming, 49(3), 207-245. https://doi.org/10.1177/1046878118762534
Lilia, R., & Elena, T. (2019). Gamification as a field landmark in educational research. Journal of Language and Education, 5(3 (19)), 4-10.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. Penguin. https://doi.org/10.1007/s11422-012-9426-y
Rosyid, A., & Hidayati, P. S. (2020). Teaching Pronunciation through MALL: Promoting EFL Learners’ Pronunciation and their Learning Autonomy.
Sanosi, A. B. (2018). The effect of Quizlet on vocabulary acquisition. Asian Journal of Education and e-learning, 6(4).
Sartini, S. (2020). Kahoot in Maritime English Teaching: Its Impact on Nautical Science Cadet's Oral Reproduction and Vocabulary. English Language Teaching Educational Journal, 3(1), 41-51.
Suryani, I., & Daulay, S. H. (2022). Students’ Perceptions on Writing Activities by Using Padlet Application. The Proceedings of English Language Teaching, Literature, and Translation (ELTLT), 11, 175-188.
Tanjung, A.P., & Daulay, S.H (2022). Quizlet And Vocabulary Mastery: Students’ Perception. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 5, pp. 267-276)
Waluyo, B., & Bucol, J. L. (2021). The impact of gamified vocabulary learning using Quizlet on low-proficiency students. Computer Assisted Language Learning Electronic Journal, 22(1), 164-185.
Wei, X., Guo, D., Yang, G., Liu, Y., Zhang, Q., 2019, March. Online learning and teaching resource management system based on virtual reality technology. In: International Conference on Technology in Education. Springer, Singapore, pp. 103–115.
Yıldırım, İ., & Şen, S. (2021). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 29(8), 1301-1318. https://doi.org/10.1080/10494820.2019.1636089
Published
07-10-2023
How to Cite
Ridhon, M., & Daulay, S. H. (2023). ENHANCING STUDENTS’ ORAL ARTICULATION IN ENGLISH BY USING GAMIFICATION: STUDENTS’ PERCEPTION. Ethical Lingua: Journal of Language Teaching and Literature, 10(2). https://doi.org/10.30605/25409190.556
Section
Regular Articles
Copyright (c) 2023 Muti’an Ridhon, Sholihatul Hamidah Daulay
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting the manuscript of the article, the authors agree with this policy with no specific document sign-off required.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe the rights of others).
- they agree to Ethical Lingua license and copyright agreement.
All articles published by Ethical Lingua are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Ethical Lingua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ethical Lingua.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
