<![CDATA[This research was conducted due to several problems found in the English learning process among tenth-grade students at SMKS Teknologi Muhammadiyah Bukittinggi. Some students showed low motivation in learning English, as indicated by their limited participation, lack of enthusiasm, and difficulties in understanding English learning materials. Therefore, this study aimed to examine the effect of gamification on students’ motivation in learning English. This research employed a quantitative approach using a quasi-experimental design involving an experimental class and a control class. The experimental class received English instruction through gamification-based learning, while the control class was taught using conventional learning methods. The sample was selected through purposive sampling. Data were collected using a closed-ended questionnaire with a five-point Likert scale to measure students’ motivation in learning English. The data were then analyzed statistically to determine whether there was a significant difference in students’ motivation between the two groups. The findings revealed that the use of gamification did not have a statistically significant effect on students’ motivation in learning English. There was no significant difference in motivation between students who were taught through gamification and those who received conventional instruction. However, during the learning process, students in the experimental class demonstrated more consistent participation, attention, and engagement in classroom activities. These findings indicate that although gamification did not significantly improve students’ motivation based on the statistical results, it contributed positively to students’ classroom engagement and participation. Therefore, gamification may still be considered a useful instructional strategy for creating a more active and engaging English learning environment]]>
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