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All Journal EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture English Education Journal Journal Of English Language and Education Jurnal SOLMA Loquen: English Studies Journal JELL (Journal of English Language Learning) ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Jurnal Pendidikan Edutama EDUTEC : Journal of Education And Technology INTEGRITAS : Jurnal Pengabdian SALEE: Study of Applied Linguistics and English Education English Education and Literature Journal (E-jou) New Language Dimensions Jurnal Ilmiah Pendidik Indonesia Journal of Research Applications in Community Services Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Community Empowerment Journal Indonesian Journal of Community Empowerment Indonesian Journal of Education and Pedagogy ETERNAL: English Teaching Journal
Ahmad Tauchid
Universitas Nahdlatul Ulama Sunan Giri
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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The Implementation of Non-Sequential Strategy to Face TOEFL ITP Problems Tauchid, Ahmad
(JELE) Journal Of English Language and Education Vol 7 No 1 (2021)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v7i1.1508

Abstract

TOEFL was seen as a prerequisite for non-native English students to study abroad, to get a suitable employment, and to get a university diploma. Students also found it challenging to complete the TOEFL reading exam. This was an experimental research based on applying a non-sequential strategy. This study aimed at investigating whether the use of non-sequential strategy was effective to complete the reading comprehension session in TOEFL ITP or not. 100 English university students engaged entirely in the study as participants. They were studying at Universitas Nahdlatul Ulama Sunan Giri (UNUGIRI) located in Bojonegoro, Eastern Java, Indonesia. The researcher provided the students a pre-test and post-test in order to collect the data. The students were permitted to perform the exam on their own during the pre-test. In this pre-test the researcher provided no special instructions. In the post-test, the participants got a preferential treatment. The students were advised to follow a non-sequential strategy for the exam. The data were produced through the students’ compilation of TOEFL scores. The data were anlyzed by comparing the students’ scores in pre-test and post-test. The results showed that a non-sequential strategy to complete the reading comprehension session of the TOEFL test is very effective to be implemented. This result is addressed further in this article.
Impacts of gamifying English learning in higher education on EFL learners’ achievement and aptitude: A mixed-methods study Ayiz, Abdul; Priyatmojo, Arif Suryo; Atmantika, Zanuwar Hakim; Tauchid, Ahmad; Karima, Nahla Hilyatul
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.166-185

Abstract

English proficiency and learner aptitude remain central outcomes in higher education, yet motivating sustained engagement among EFL students is an ongoing pedagogical challenge. This mixed-methods quasi-experimental study examined whether gamified English instruction enhances undergraduate EFL students’ achievement and aptitude. Eighty-three intermediate-level students (N = 83; 41 experimental, 42 control; 35 female, 48 male) participated in a six-week (12-session) intervention in which the experimental group experienced a gamified learning environment (points, levels, badges, leaderboards) integrated with course content, while the control group received equivalent conventional instruction. The quantitative measures comprised a 42-item achievement test (vocabulary, grammar, reading, writing) and an adapted 15-item aptitude questionnaire (motivation, enjoyment, self-efficacy, gendered preferences, technology/usability) and were analysed using descriptive statistics and paired-sample t-tests, while the qualitative data were collected via weekly reflections and focus-group interviews and were analysed thematically. Results indicate a statistically significant improvement in achievement for the gamified cohort: pretest M = 67.85 (SD = 7.63) to posttest M = 81.49 (SD = 6.72), t(82) = −10.42, p < .001, Cohen’s d = 1.32. Aptitude scores were strongly positive overall (M = 4.32, SD = 0.53), with enjoyment and motivation scoring highest. Gender analyses revealed negligible differences in gains between males and females. Thematic analysis highlighted increased motivation and reduced anxiety, enhanced peer collaboration, and greater learner autonomy and self-monitoring. Findings suggest that well-designed gamification can simultaneously foster affective engagement and measurable language gains in tertiary EFL contexts; implications include adopting gamified elements to support blended curricula and further research on sustainability and cultural moderation.
Co-Authors Abdul Ayiz Agus Wardhono Ahmad Shofiyuddin Ainu Zumrudiana Alfi Nika Rizkiana Apriliani , Nadilla Wahyu Ardeliya, Maya Arif Suryo Priyatmojo Arifin, Riyadh Ahsanul Atmantika, Zanuwar Hakim Dwi Rukmini Dwijayanti, Julia Era Tri Nur Era Tri Nur Kumala Fauzia , Lana Hartono, Rudi Hilmy Aliriad Ifa Afiana Januarius Mujiyanto Karima, Nahla Hilyatul Kartini, Alif Yuanita Khoirul Wafa Lestari, Iin Widya Mohammad Anshori Mohammad Fatoni Mursid Saleh Mursidha, Nur Aini Nadiyah, Faridatun Narita , Ulfiana Dhatullia Ningsih, Ina Wahyu Priyanti Nurilfaza, Achmad Nurliani, Nayla Priadana, Benny Widya Putri , Gilang Ardiana Ramadhan, Deni Rohmad Apriyanto Rosyita, Fina Ainur Seftika Suwandi, Edi Suwandi, Edi Syafitri, Nurul Intan VERINA WIDYA PUTRI, NANIN Widianingsih, Ayang Winda Sri Yesinta