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All Journal Al-Irsyad: Journal of Education Science Journal of English Education (Indolish)
Dias Wahyu Rawikarani
University of New South Wales, Australia
Education

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IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH THE FOCUS ON FORM APPROACH Dea Amanda Putri; Dias Wahyu Rawikarani; Ruslan Hasyim
Journal of English Education Vol. 2 No. 1 (2026): Journal of English Education
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v2i1.851

Abstract

This study examined whether the Focus on Form (FonF) approach improved students' speaking ability at the second grade of MAN 2 Barru. The research responded to students limited oral practice, anxiety, grammatical inaccuracy, restricted vocabulary, and hesitation in classroom speaking. A quantitative pre-experimental one-group pre-test and post-test design was applied. Twenty students were selected from the second-grade population through simple random sampling. The instruments consisted of speaking tests and an observation checklist. The treatment used WH-question materials integrated with communicative practice and corrective feedback, including recast, elicitation, metalinguistic clues, clarification requests, and repetition. The findings showed that the students' mean score increased from 30.4 in the pre-test to 62.8 in the post-test. The standard deviation decreased from 7 to 3, indicating more consistent achievement after treatment. The t-test value was 3.19, which was higher than the t-table value of 1.743 at the 5% significance level. The results indicate that FonF significantly improved students' speaking ability, especially in fluency, vocabulary use, pronunciation, and grammatical accuracy.
RESEARCH DESIGNS AND THEORETICAL FRAMEWORKS OF GAMIFICATION IN EDUCATIONAL CONTEXT: A SYSTEMATIC LITERATURE REVIEW Agus Rahmat; Iskandar Iskandar; Amirullah Amirullah; Dias Wahyu Rawikarani
Al-Irsyad: Journal of Education Science Vol 5 No 2 (2026): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i2.826

Abstract

This systematic literature review looks at how gamification strategies are being used in education that focuses on the trends in research designs and the theories used in educational gamification studies, given the limited synthesis regarding these two aspects. The analysis covers 16 research articles published from 2020 to 2025. Information was gathered from Google Scholar and ERIC by using specific rules to decide either data inclusion or exclusion, and then it was examined through a process called thematic synthesis. The results show that most research on gamification uses quantitative and quasi-experimental designs, while mixed-methods and qualitative approaches are used less often. Additionally, the review shows that several studies use gamification but don't clearly base their methods on recognized learning or motivation theories. However, some studies do mention Self-Determination Theory and ideas related to active learning. Overall, the synthesized evidence indicates that gamification enhances motivation, engagement, and learning outcomes. However, future studies should use more theory-based approaches and different methods to make their findings more reliable and relevant to teaching.
Co-Authors Agus Rahmat Amirullah Amirullah Dea Amanda Putri Iskandar Iskandar Ruslan Hasyim