NON-DIGITAL GAMIFICATION TO TEACH READING COMPREHENSION

Chintya Ayu Artametia, - (2023) NON-DIGITAL GAMIFICATION TO TEACH READING COMPREHENSION. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Gamifikasi telah menjadi populer sebagai media pembelajaran di era ini. Namun, guru menghadapi kendala teknis dan tantangan dengan gamifikasi digital (Demirbilek, et.al, 2022). Tujuan dari penelitian ini adalah untuk menyelidiki pengaruh gamifikasi non-digital terhadap pemahaman membaca siswa. Partisipan penelitian ini terdiri dari 21 siswa. Penelitian ini menggunakan studi kasus. Instrumen data yang digunakan meliputi observasi kelas, dokumen, kuesioner terbuka, dan wawancara. Data dari observasi dianalisis berdasarkan implementasi gamifikasi non-digital di kelas. Selain itu, data dari kuesioner terbuka dianalisis berdasarkan analisis tematik (Clarke & Braun, 2013) sedangkan data dari wawancara dianalisis berdasarkan analisis deskriptif. Hasil penelitian menunjukkan bahwa terdapat dampak positif pada perilaku siswa. Namun, penelitian ini menemukan bahwa tidak ada pengaruh yang signifikan dalam meningkatkan kemampuan membaca pemahaman siswa. Selain itu, para siswa memiliki respon positif dalam menerapkan elemen gamifikasi non-digital untuk belajar membaca yang meliputi kerja sama tim, motivasi, dan lingkungan belajar yang menyenangkan. Namun, mereka juga mengalami kesulitan seperti sering diabaikan, kehilangan kesempatan untuk berbicara, dan belajar dalam lingkungan yang kompetitif. Selain itu, beberapa siswa menentang penerapan gamifikasi non-digital. Temuan dari penelitian ini diharapkan dapat memperkaya sumber daya tentang pengajaran pemahaman di Indonesia dan memberikan informasi untuk mengatasi masalah yang terkait dengan pendekatan di kelas EFL di Indonesia. Penelitian ini merekomendasikan agar peneliti selanjutnya dapat mengeksplorasi gamifikasi non-digital dalam keterampilan bahasa yang berbeda. Gamification have become popular as media teaching in this era. However, teachers encountered technical obstacles and challenges with digital one (Demirbilek, et.al, 2022). The purpose of this study was to investigate non-digital gamification affected students’ reading comprehension. The participants were 21 students. This study employed a case study. The data instruments included classroom observation, documents, open-ended questionnaires, and interviews. The data from observation were analyzed based on the implementation of non-digital gamification in the classroom. Moreover, the data from open-ended questionnaires were analyzed based on thematic analysis (Clarke & Braun, 2013) while the data from interviews were analyzed based on a descriptive analysis. The results revealed that there was a positive impact on the students’ behavior. However, this study found that there was insignificant in improving the students’ reading comprehension ability. In addition, the students had a positive response of implementing non-digital gamification elements for learning reading which included teamwork, motivation, and an exciting learning environment. However, they also encountered difficulties such as being frequently overlooked, missing the opportunity to speak up, and learning in a competitive environment. Furthermore, a few students were opposed to the implementation of non-digital gamification. The findings of this study are expected to enrich the resources about teaching reaching comprehension in Indonesia and provide information to cope with the problems related to the approach in EFL classrooms in Indonesia. This study recommends that future researcher will explore non-digital gamification in different language skills.

Item Type:	Thesis (S1)
Additional Information:	ID Sinta Dosen Pembimbing: 5978422 FAZRI NUR YUSUF 5994737 SUHARNO
Uncontrolled Keywords:	Gamification, reading comprehension, gamifikasi, pemahaman membaca
Subjects:	L Education > L Education (General)
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User:	Chintya Ayu Artametia
Date Deposited:	22 Sep 2023 08:02
Last Modified:	22 Sep 2023 08:02
URI:	http://repository.upi.edu/id/eprint/103950

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