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Journal : Journal on Education

The Role Of Gamification In English Language Teaching: A Literature Review Ni Putu Wulantari; Azhariah Rachman; Mike Nurmalia Sari; Lulu Jola Uktolseja; Agus Rofi'i
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.3328

Abstract

This literature review examines the impact of gamification in English language teaching (ELT) on motivation, engagement, and learning outcomes. Gamification, the integration of game elements into education, has gained attention as a promising approach to enhance language learning. The findings reveal that gamification positively influences student motivation in ELT. Elements like points, leaderboards, and rewards create a sense of achievement and intrinsic motivation. Engaged students are more likely to persist and participate actively in language learning. Gamification promotes active learning and engagement, with interactive activities involving vocabulary acquisition, grammar practice, and language production. It provides a safe space for students to experiment, apply knowledge, and develop linguistic skills. Collaboration and social interaction are fostered through gamification, encouraging teamwork and peer feedback. This enhances language and interpersonal skills. Immediate feedback and progress tracking in gamification offer valuable learning opportunities. Students receive real-time feedback and monitor their progress, enabling adjustments in learning strategies. However, implementing gamification in ELT faces challenges such as technology constraints and pedagogical considerations. Striking a balance between engagement and curriculum objectives is crucial. Teacher training and professional development are necessary. In conclusion, gamification plays a significant role in ELT by enhancing motivation, engagement, collaboration, and active learning. Despite challenges, embracing gamification and its best practices
Understanding the benefits and challenges of Content and Language Integrated Learning (CLIL) in English education: a literature synthesis Mohammad Iskandar Dzulkurnain; Sugeng Irianto; Rasmita Rasmita; Lulu Jola Uktolseja; Wira Jaya Hartono; Tagor Manurung
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.5876

Abstract

Content and Language Integrated Learning (CLIL) is a dynamic educational approach that holds the potential to enhance language proficiency, content knowledge acquisition, and academic achievement among students. By integrating language learning with subject content, CLIL provides students with immersive and meaningful learning experiences that facilitate communicative competence, critical thinking skills, and intercultural awareness. Discussions surrounding CLIL implementation have emphasized its potential to transform language education and promote multilingualism in diverse educational contexts. Key findings from research on CLIL suggest that participation in CLIL programs can lead to improvements in students' language proficiency across various linguistic skills, including listening, speaking, reading, and writing. Additionally, CLIL facilitates deeper comprehension and retention of subject matter by providing authentic contexts for learning and promoting interdisciplinary connections. Students participating in CLIL programs demonstrate comparable or even superior levels of content knowledge acquisition compared to those in traditional subject-based instruction, highlighting the effectiveness of CLIL in promoting academic success and critical thinking skills. However, the success of CLIL implementation hinges on various factors, including teacher preparation, institutional support, and resource allocation. Educators play a central role in the success of CLIL programs, requiring specialized training and ongoing professional development to effectively integrate language and content instruction. Institutional support is essential for creating conducive environments for CLIL implementation, while adequate resources are critical for optimizing learning experiences and addressing the diverse needs of learners.
Co-Authors Abraham Manuhutu Abraham Manuhutu Abraham Manuhutu Adika Adika Agnes Agnes Agnes, Melda Agus Rofi’i Agustina Agustina Akbar Akbar Alfa Alfa amel amel Ananda, Zhafran Fatih Andianus Andianus Antonius Antonius Apriando Apriando Arik Novitaningsih Arjuna Arjuna Ayu Nyoman , I Dewa Azhariah Rachman Boekorsyom, Claudia D. Boyke Boyke Christen Christen Christine Christine citra citra, Citra Darma, Darma Delfin Delfin Delfin, Delfin Delvi Delvi Deny Deny Desi Desi Desi Desi, Desi Dewi Dewi Diki Diki Dwi Syukriady Edgar, Edgar ELISABETH ELISABETH Elshaday, Kezia Etha Etha Etha, Etha Ferdinan Ferdinan Ferdinando Solissa Ferdinandus, Wiesje Ferdynand Ferdynand Flasao, Yulianti Foni Foni Fransina Fransina Fries Pileman Soa'e Sigilipu Gaspersz, Sherly Gede, Gede Gerynando, Gerynando Gilber Gilber Gilber, Gilber Giovani Giovani Hamim Sujaja Helena Helena Hetharia, Charliany Iluminata Iluminata Imanuel Imanuel Irwan Soulisa Jalmijn Tindage Jalmijn Tindage Jefri Jefri Julia Julia Junius Junius Kartika Kartika Kelvin Kelvin Korneles Korneles Kristin , Kristin Lazarus Lazarus Lazarus, Lazarus Leonardo Parabang Leuwwo, Natasya Leuwwol, Natasya Liklikwatil, Chesye Lilian Lilian Linda Fitriyanti Maer, Selviana Manuhuttu, Melda A. Manuhutu, Abraham Manuhutu, Meldi Manurung, Tagor Manurung, Tagor Manutmasa, Magdalena F. Marcello Marcello Maria Maria Mariam Mariam, Mariam Mario Fridolin Matinahoru Marissa Swanda Tupamahu Marsya Marsya Marsya, Marsya Martinus Martinus Matinahoru, Mario Fridolin Meladina Melda A. Manuhuttu Melda A. Manuhutu Melda A. Manuhutu Melda Agnes Manuhutu Meldi Manuhutu Mike Nurmalia Sari Mohammad Iskandar Dzulkurnain Mudinillah, Adam Nanda Pambudi Natasya V. Leuwol Natasya Virginia Leuwol Natasya Virginia Leuwol Natasya Virginia Leuwol Ni Putu Wulantari Noel, Noel Nur ‘Azah nurfitri Pahar Kurniadi Pricilia Pricilia Puspita Devi Rafael, Rafael Rahma Rahma Rasmita Rasmita Rasmita Rasmita Ratna Rosmauli Pakpahan Reiner Reiner Reva Rindaldy Rindaldy Room, Rusdi Rosina Rosina Roximelsen Suripatty Rudi Rudi Sakarias Sakarias Salay, Vira S. Salomo Salomo Samuel Samuel Samuel Warella Sari, Mike Nurmalia Sefanya, Sefanya Selpius Selpius Serly Serly Sherly Gaspersz Sherly Gaspersz Siagian, Dewi Sintia Sintia Sony Sony Sugeng Irianto Sujaja, Hamim Tabita Tabita Tindage, Jalmijn Tindagel, Jalmijn Titus Titus Tupamahu, Marissa Swanda Utari Sastrani, I Dewa Ayu Nyoman Virginia Leuwol, Natasya Wa Ode Wasty Wasty Widya, Putu Anggreyani Wilfrida Wilfrida Windy Wonmally Windy Wonmaly Wira Jaya Hartono Yani Yani Yerrynaldo Loppies Yesi, Yesi Yohana Yohana yohana yohana Yoland, Yoland