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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Jurnal Paedagogy
Hermi Zaswita
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Gamification-Based Blended Learning in EFL Classroom: An Effectiveness Study Hermi Zaswita; Doni Tri Putra Yanto; Hesti Leviana Sari
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.137973

Abstract

This study investigates the effectiveness of gamification-based blended learning in improving student learning outcomes in an English as a Foreign Language (EFL) context. The research addresses the challenge of low student motivation and poor academic results in traditional courses. The study employed a pre-experimental One- Group Pretest-Posttest design with 40 students from an English Education program taking an Introduction to Sociolinguistics course. The blended learning approach incorporated gamification through the Wayground platform. The effectiveness of this approach was measured by comparing students' pretest and posttest scores. The analysis, conducted using SPSS Version 30, showed a significant increase in the average student score, from 70.60 on the pretest to 77.75 on the posttest. A paired-samples t-test confirmed this difference was statistically significant (p < .001), while a Cohen's d Effect Size analysis revealed a large effect (d = 0.943). These findings indicate that the gamification-based blended learning model is highly effective and has a substantial positive impact on students' academic performance. The study reinforces that integrating digital technology and game elements enhances learning and directly contributes to improved student learning outcomes. The results suggest that this innovative approach can serve as a valuable reference for developing effective digital curricula and improving the quality of language learning in higher education.
Development of an Augmented Reality-Based Vocabulary Builder on Recipe Procedure Text to Improve the Vocabulary Mastery of Vocational School EFL Students Raihan Anindra Asri; Hermi Zaswita
Jurnal Paedagogy Vol. 13 No. 4 (2026): October (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i4.22724

Abstract

This study aims to develop an augmented reality (AR)-based Vocabulary Builder for eleventh-grade Culinary students at SMK Negeri 9 Padang that presents culinary vocabulary as three-dimensional objects with definitions and links each word to recipe use through exercises and a recipe-completion quiz. A research and development (R&D) design was used, following the 4D model (Define, Design, Develop, and Disseminate). Validity was judged by three experts and analysed with Aiken’s V, practicality was judged by three English teachers and 20 students, and effectiveness was tested with a one-group pretest–posttest design involving 30 Grade XI Culinary students in six meetings, using a 40-item vocabulary test. The product was highly valid (V = .91), and both teachers (91.0%) and students (89.0%) rated it very practical. Mean test scores rose from 72.33 (SD = 18.30) to 87.93 (SD = 10.42). Because the scores were not normally distributed, a Wilcoxon signed-rank test was used, Z = 4.77, p < .001, r = .87, and the normalized gain was medium (g = .56); 29 of the 30 students improved. The findings suggest that the AR Vocabulary Builder is a valid, practical, and promising medium for vocational EFL vocabulary learning, although the one-group design and a ceiling effect at posttest limit causal claims. Further studies should add a control group and a delayed posttest.
Co-Authors Hesti Leviana Sari Raihan Anindra Asri Yanto, Doni Tri Putra