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Leveling Up English Writing Skill: The Role of Gamification in Language Education Satriani, Satriani; Nur, Rafi’ah; Ammade, Salasiah; Latifa, Ammang; Hajar Larekeng, Siti
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 3 (2024): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i3.36325

Integrating game aspects into non-gaming environments, or "gamification," has become a potent technique in education that can make conventional teaching methods more engaging. Gamification has shown promise in the field of language education for improving a variety of skills, including writing. This study aimed to know whether the use of the gamification teaching method has a significant effect on the students’ writing skills and their attitudes toward the method. This study used a pre-experimental method with a one-group pre-test and post-test design. A writing test was used to determine the students’ writing skills before and after using the gamification teaching method. Meanwhile, a questionnaire was used to determine the students’ attitudes toward the method. The result of this study shows that the mean score of the pre-test was 52.5714, and the mean score of the post-test was 70.2875. The result of the questionnaire also indicates that the use of the gamification teaching method helps students write descriptive texts and engages them in the learning process. It can be inferred that students' writing skills have improved, and they exhibit a highly positive attitude when taught using the gamification teaching method.

INNOVATIVE PATHWAYS TO FLUENCY: EXPLORING DUOLINGO WITH SELF-DIRECTED LEARNING Hamma, Rosmiati; Nur, Rafiah; Ammade, Salasiah; Latifa, Ammang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 14, No 1 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.17229

In an increasingly digitalised educational landscape, integrating mobile-assisted language learning (MALL) tools has emerged as a promising strategy to enhance communicative competencies in English, particularly among high school learners. This study explores the effectiveness of the Duolingo application combined with a self-directed learning (SDL) approach in improving English-speaking skills among high school students. Using a quantitative research design, the study was conducted with 57 eleventh-grade students from UPTD SMAN 1 Aralle during the 2024-2025 academic year. Pre-test and post-test assessments measured students' speaking abilities before and after using Duolingo over a designated period. The results revealed a statistically significant improvement, with an average difference of -17.22 between pre-test and post-test scores, supported by a t-value of -8.92 and a significance level of 0.000. This indicates the significant positive impact of Duolingo's interactive features, gamification elements, and self-paced learning model in enhancing students' confidence and competence in speaking English. This research fills a gap in existing studies by focusing on speaking skills and provides practical recommendations for integrating technology into educational practices. It emphasizes the role of teacher guidance, consistent student engagement, and curriculum design to maximize the benefits of technology-driven learning.

INNOVATIVE PATHWAYS TO FLUENCY: EXPLORING DUOLINGO WITH SELF-DIRECTED LEARNING Hamma, Rosmiati; Nur, Rafiah; Ammade, Salasiah; Latifa, Ammang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): EXPOSURE
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.17229

In an increasingly digitalised educational landscape, integrating mobile-assisted language learning (MALL) tools has emerged as a promising strategy to enhance communicative competencies in English, particularly among high school learners. This study explores the effectiveness of the Duolingo application combined with a self-directed learning (SDL) approach in improving English-speaking skills among high school students. Using a quantitative research design, the study was conducted with 57 eleventh-grade students from UPTD SMAN 1 Aralle during the 2024-2025 academic year. Pre-test and post-test assessments measured students' speaking abilities before and after using Duolingo over a designated period. The results revealed a statistically significant improvement, with an average difference of -17.22 between pre-test and post-test scores, supported by a t-value of -8.92 and a significance level of 0.000. This indicates the significant positive impact of Duolingo's interactive features, gamification elements, and self-paced learning model in enhancing students' confidence and competence in speaking English. This research fills a gap in existing studies by focusing on speaking skills and provides practical recommendations for integrating technology into educational practices. It emphasizes the role of teacher guidance, consistent student engagement, and curriculum design to maximize the benefits of technology-driven learning.

The Impact of Metacognitive Strategy Training on Higher-Order Thinking Skills (HOTS) in High School Mathematics: A Quasi-Experimental Study Badolo, Mas'ud; Malik, Marwati Abd.; Nur, Rafi'ah; Latifa, Ammang
International Journal of Environment, Engineering and Education Vol. 7 No. 2 (2025)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v7i2.302

Difficulties developing higher-order thinking skills (HOTS) in mathematics education represent a persistent and significant challenge in educational practice. These skills, such as analysis, evaluation, and creation, are essential for students to succeed in complex problem-solving and adapt to the evolving demands of the 21st century. This study assesses how effectively structured metacognitive training improves high school students' mathematical HOTS. The research employed a quasi-experimental pretest-posttest design involving 72 students from a senior high school in Indonesia, divided into two groups: an experimental group (n=36) that received metacognitive training over one semester, and a control group (n=36) that did not receive any intervention. The primary outcome measure was HOTS scores, assessed through standardized pre-test and post-test instruments designed to evaluate students' higher-order thinking in mathematics. ANCOVA results revealed a significant effect of the metacognitive intervention on HOTS post-test scores (F=44.36; p<0.001; ηp²=0.391), even after controlling for pre-test performance. The experimental group exhibited substantially greater HOTS improvements than the control group. These results prove that structured metacognitive training is an effective pedagogical strategy for fostering advanced mathematical thinking. The findings hold significant implications for curriculum designers, educators, and policymakers aiming to improve mathematics instruction, particularly within the Indonesian context. Future studies involving larger sample sizes, diverse school settings, and longitudinal follow-up are recommended to validate and extend the impact of this intervention.

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