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All Journal Jurnal Inspirasi Pendidikan ACTION : Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah
Iswanto, Achmad Rahman
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Education Library & Information Science Materials Science & Nanotechnology Mathematics

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Enhancing EFL reading comprehension and motivation through interactive gamified learning in Indonesia Iswanto, Achmad Rahman; Sabat, Yuliyanto; Wafiroh, Laili Hibatin
Jurnal Inspirasi Pendidikan Vol 16 No 1 (2026): Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jip.v16i1.13662

Abstract

Teaching English as a Foreign Language (EFL) in Indonesian secondary schools continues to face major challenges due to students' weak reading comprehension. This study aims to evaluate the effectiveness of the Wayground gamified learning platform in improving reading comprehension and learning motivation among Indonesian secondary students of English as a Foreign Language (EFL). This study addresses the critical challenges of low literacy rates and high reading anxiety in the digital age. A quasi-experimental design was used, involving 60 tenth-grade students at SMAN 2 Sampang, who were divided into an experimental group using Wayground and a control group using traditional teacher-centered instruction. Data were collected over six weeks using a 20-item reading comprehension test and a modified Instructional Materials Motivation Survey (IMMS) based on Keller's ARCS model. Descriptive and inferential statistics, including the Mann-Whitney U test and the Wilcoxon Signed-Rank test, were used for data analysis. The results showed that students in the experimental group significantly outperformed the control group, achieving a post-test average of 85.43 compared to 71.07. In addition, student motivation in all ARCS dimensions reached high levels, with the highest satisfaction scores. It was concluded that Wayground served as a powerful catalyst, transforming passive reading activities into student-centered, interactive experiences while effectively mitigating cognitive fatigue. These findings indicate that integrating Wayground's interactive, gamified learning into the curriculum provides a fundamental basis for promoting learner autonomy and improving literacy outcomes in 21st-century education.
MOBILE GAMIFIED CHUNKING STRATEGY TO IMPROVE EFL STUDENTS' SPEAKING ACCURACY: CLASSROOM ACTION RESEARCH Iswanto, Achmad Rahman; Musyarofah, Lailatul
ACTION : Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/action.v6i1.10280

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ABSTRACT Speaking accuracy remains a major challenge in Indonesian EFL classrooms due to limited opportunities for oral practice, teacher-centered instruction, and high levels of speaking anxiety among students. These conditions often result in low lexical control, frequent grammatical errors, and limited fluency. This study aimed to investigate the effectiveness of the Mobile Gamified Chunking Strategy (MGCS) in improving the speaking accuracy of eleventh-grade students at SMA Negeri 2 Sampang, East Java, Indonesia.  This study employed a Classroom Action Research design conducted in two cycles involving 30 students during the 2025/2026 academic year. MGCS integrated lexical chunking instruction, gamified learning activities using Wordwall, and mobile-assisted speaking practice through WhatsApp Voice Typing. Data were collected through speaking tests administered as a pre-test, post-test I, and post-test II, and were analyzed descriptively.  The results revealed a substantial improvement in students’ speaking accuracy. The total mean score increased from 15.5 in the pre-test to 23.6 in post-test II, representing an overall improvement of 52.3%. Improvements were observed across all components of speaking accuracy, including grammatical accuracy (59.6%), lexical accuracy (79.1%), and fluency (61.8%). Cycle I resulted in a 29.7% improvement, while Cycle II contributed an additional 17.4% improvement.  In conclusion, MGCS proved to be an effective, low-cost, and contextually relevant instructional strategy for improving EFL students’ speaking accuracy in Indonesian secondary school settings. ABSTRAK Akurasi berbicara masih menjadi tantangan utama di kelas-kelas Bahasa Inggris sebagai Bahasa Asing (EFL) di Indonesia akibat terbatasnya kesempatan untuk berlatih berbicara, metode pengajaran yang berpusat pada guru, serta tingginya tingkat kecemasan berbicara di kalangan siswa. Kondisi-kondisi ini sering kali mengakibatkan rendahnya penguasaan kosakata, seringnya kesalahan tata bahasa, dan keterbatasan kefasihan. Penelitian ini bertujuan untuk menyelidiki efektivitas Strategi Chunking Berbasis Permainan Seluler (MGCS) dalam meningkatkan akurasi berbicara siswa kelas XI di SMA Negeri 2 Sampang, Jawa Timur, Indonesia.  Penelitian ini menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus dengan melibatkan 30 siswa selama tahun ajaran 2025/2026. MGCS mengintegrasikan pengajaran lexical chunking, kegiatan pembelajaran gamifikasi menggunakan Wordwall, dan latihan berbicara berbantuan perangkat seluler melalui WhatsApp Voice Typing. Data dikumpulkan melalui tes berbicara yang dilaksanakan sebagai pra-tes, pasca-tes I, dan pasca-tes II, serta dianalisis secara deskriptif. Hasil penelitian menunjukkan peningkatan yang signifikan dalam akurasi berbicara siswa. Skor rata-rata total meningkat dari 15,5 pada pra-tes menjadi 23,6 pada pasca-tes II, yang menunjukkan peningkatan keseluruhan sebesar 52,3%. Peningkatan diamati pada semua komponen akurasi berbicara, termasuk akurasi tata bahasa (59,6%), akurasi kosakata (79,1%), dan kelancaran (61,8%). Siklus I menghasilkan peningkatan sebesar 29,7%, sedangkan Siklus II memberikan peningkatan tambahan sebesar 17,4%.  Kesimpulannya, MGCS terbukti menjadi strategi pengajaran yang efektif, berbiaya rendah, dan relevan secara kontekstual untuk meningkatkan akurasi berbicara siswa EFL di lingkungan sekolah menengah Indonesia.
Co-Authors Lailatul Musyarofah, Lailatul Wafiroh, Laili Hibatin Yuliyanto Sabat, Yuliyanto