<![CDATA[This study aims to analyze the effect of game-based learning (gamified learning)on improving eighth-grade students' speaking skills in English lessons at SMAN 1Bengkulu City and to determine students' perceptions of the method'simplementation. This study used a mixed-methods approach by combiningquantitative and qualitative data. Quantitative data were obtained throughspeaking tests (pre-test and post-test) and questionnaires with 20 Likert scalestatements, while qualitative data were collected through semi-structuredinterviews and classroom observations. The pre-test results showed an averagestudent score of 50.33 with a dominant category of "sufficient" (40%), while thepost-test results increased significantly with an average of 84.00 and a dominantcategory of "very good" (50%). Descriptive statistical analysis also showed that allaspects of speaking skills improved, with the highest scores in the aspects of taskcompletion (mean 4.47) and interaction engagement (mean 4.40). Observationalresults showed that the majority of students participated actively, focused, andenthusiastically, while interviews revealed that students felt more motivated,confident, and brave in speaking English through games. Thus, gamificationlearning has been proven to be effective in improving speaking skills while creatinga fun learning atmosphere.]]>
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