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All Journal International Journal of Language and Ubiquitous Learning
Binusa Suryadi, Satrio
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Languange, Linguistic, Communication & Media Social Sciences Other

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The Impact of Using Gamification on English language learning in increasing Learning Motivation Kharizmi, Muhammad; Pratiwi Handayani, Tri; Amaliyah Mushthoza, Dina; Rohmiyati, Yuli; Binusa Suryadi, Satrio
International Journal of Language and Ubiquitous Learning Vol. 2 No. 1 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i1.754

Abstract

Background. 21st century education demands changes in learning methods to increase students' learning motivation. Gamification, or the use of game elements in a learning context, has been recognized as an effective tool to increase student engagement and motivation. However, more in-depth research is still needed to evaluate the effectiveness of gamification in increasing the motivation to learn English among English Language Education students. Purpose. The main purpose of this research is to evaluate the effectiveness of using gamification in increasing the motivation of students in learning English. Method. Through a quantitative approach and survey method, this research aims to investigate the experience, perception, and level of student learning motivation related to the use of gamification in English language learning. English Education. The survey was conducted by distributing questionnaires compiled based on related literature and previous research on gamification. The survey steps are voluntary and the confidentiality of the data is strictly maintained. Results. Based on the results of the analysis of the sixth questionnaire, gamification proved to have a positive impact on increasing students' learning motivation in learning English. The majority of respondents feel effective or enthusiastic about the use of gamification. However, there are a small number of respondents who feel neutral towards the concept of gamification. Further evaluation and efforts to expand the understanding and application of gamification need to be done. Conclusion. This research shows that the use of gamification in English language learning promises to increase students' learning motivation. However, continuous evaluation and improvement is required to maximize its potential use. Thus, gamification can be considered as an effective learning strategy in the context of learning English in the 21st century education era.
Application of AI-based Flipped Classroom Method in Improving English Speaking Skills Ayu Pawestri Kusuma, Ratna; Zahir, Roya; Binusa Suryadi, Satrio
International Journal of Language and Ubiquitous Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i1.2309

Abstract

Background. Speaking is a crucial component of English language acquisition, yet it remains one of the most challenging skills to master among EFL learners. Traditional teaching methods often fail to provide sufficient opportunities for oral practice and personalized feedback. The flipped classroom method has emerged as a promising pedagogical approach, and the integration of Artificial Intelligence (AI) offers the potential to enhance its effectiveness. Purpose. This study aims to examine the application of an AI-based flipped classroom method and its impact on improving English speaking skills, particularly in the areas of fluency, pronunciation, coherence, and accuracy among senior high school students. Method. A quasi-experimental design was employed involving 60 students divided into control and experimental groups. The experimental group was taught using AI-integrated flipped learning, incorporating tools such as speech recognition and automated feedback systems. Pretests and posttests were administered, and data were analyzed using descriptive statistics and independent t-tests. Results. Findings indicate that the experimental group outperformed the control group in all speaking components. The most significant improvements were observed in fluency and pronunciation, attributed to regular, individualized AI-guided speaking practice. The consistency of score gains across students suggests that the method is both effective and equitable. Conclusion. The AI-based flipped classroom approach offers a valuable instructional model that merges active learning with intelligent technology. It facilitates personalized, adaptive, and continuous speaking practice, thereby supporting accelerated language acquisition. Further studies are needed to test its scalability and long-term impact in diverse learning environments.
Co-Authors Amaliyah Mushthoza, Dina Ayu Pawestri Kusuma, Ratna Muhammad Kharizmi Pratiwi Handayani, Tri Yuli Rohmiyati Zahir, Roya