Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
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All Journal International Journal of Education and Teaching Zone
Eddy Haryanto
Doctoral Program in Education, The Graduate School, Universitas Jambi, Jambi, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Gamification in Learning English for Non Language Majority Class at University Level: Solomon Study Aryawira Pratama; Hadiyanto; Eddy Haryanto; Bunga Ayu Wulandari
International Journal of Education and Teaching Zone Vol. 5 No. 1 (2026): February 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i1.623

Abstract

Gamification is increasingly used in higher education to enhance student motivation, engagement, and learning outcomes. However, its impact on specific English skills for non-language majors, particularly in STEM, remains under-researched, especially considering pre-test sensitization effects. This study examines the effect of Kahoot!-based gamification on English grammar, reading comprehension, and vocabulary acquisition among mathematics education students. A Solomon Three-Group design was employed: Group 1 (experimental) – pretest, treatment, posttest; Group 2 (control 1) – pretest, no treatment, posttest; Group 3 (control 2) – no pretest, treatment, posttest. Data were collected via pre- and post-tests, with analysis using paired-sample t-tests for within-group changes and ANOVA for between-group comparisons. Results showed significant improvement in the experimental group (p = 0.008). ANOVA indicated no significant difference between the experimental and control 1 groups, but significant differences emerged between the experimental and control 2 groups, as well as between the two control groups, highlighting the influence of pre-testing on gamification effectiveness. Cohen’s d = 0.42 suggests a modest effect. Overall, the study provides evidence that gamification can enhance English learning outcomes among non-language majors, particularly when combined with initial assessment to guide targeted interventions.
Co-Authors Aryawira Pratama Bunga Ayu Wulandari Hadiyanto