26
In the second semester, ELESP provides Intermediate Listening course for the students. By taking this course, it means that students have passed the
prerequisite course that is Basic Listening course. This course provides students
with “various kinds of discourses for post-elementary to pre-intermediate level” Buku Panduan Akademik, 2012. According to Buku Panduan Akademik
2012, this course helps student to practice their listening skill through listening to announcements, short monologs, descriptions, instructions, and practical
dialogues. This course have two purposes, the first purpose is to “employ strategic skills to comprehend simple extended discourse” and the second is to “paraphrase,
take note and summarize simple extended discour se” Buku Panduan Akademik,
2012. In the third and fourth semesters, ELESP provide students with integrated
courses. In this case, listening skill is integrated with speaking skill which is called Critical Listening and Speaking I and Critical Listening and Speaking II.
This course can be taken if the students have passed Intermediate Listening course. Based on Buku Panduan Akademik 2012, Critical Listening and
Speaking I is purposed to:
Critical Listening and Speaking I is aimed to employ strategic skills, to comprehend intermediate extended discourse such as
news reports, narratives, expository, passages; paraphrase, take note and summarize intermediate extended discourse such as
news reports, narratives, and expository passages. Afterwards, students are able to give oral critical response and reflection
based on the given topics in the form of short individualgroup presentation.
27
Meanwhile, Critical Listening and Speaking II also have similar purpose with Critical Listening and Speaking I. However, Critical Listening and Speaking II
used as advanced extended discourses with Critical Listening and Speaking I course as the prerequisite course.
4. Student’s Motivation
On the learning process, there are several factors that affect students‟
progress. One of them is students‟ motivation. In this case, there are two motivations which can affect students‟ learning progress. There are intrinsic
motivation and extrinsic motivation Kim, 2015. Those motivations will be explained in the following paragraphs.
a. Intrinsic Motivation
The first motivation discussed is intrinsic motivation. Intrinsic motivation is affected when
“the goal of an action is the action itself” Kim, 2015. It means that intrinsic motivation occurs from the individual itself, not from other people or
other things. It isalso not affected by rewards which willbe given when students can do the task provided by teachers.
In addition, building the intrinsic motivation is not easy because it deals with other person who has different way of thinking. However, intrinsic
motivation can help the students to focus on the goals of the learning process. Intrinsic motivation can help students to stay longer to learn. Therefo
re, students‟ intrinsic motivation is really needed in learning process.
28
b. Extrinsic Motivation
The second motivation is extrinsic motivation. Kim 2015 stated that extrinsic motivation happens
“when we take an action and the goal of that action is not the action itself but something el
se.” Extrinsic motivation can occur when the action taker is motivated with rewards or other things or other person while
doing an action. This motivation can build easily than intrinsic motivation. In order to gain more engagement in learning process, extrinsic motivation
can be used to gain more engagement. Therefore, it is usually used in the education field to encourage students to learn or to participate on the learning
activities. In the education field, the students are rewarded with score or mark which can motivate students to learn. However, the exploration of extrinsic
motivation should encourage learners to build their intrinsic motivation.
B. Theoretical Framework
This research focuses on the designing supplementary listening materials using gamification
to develop students‟ listening skill in the Intermediate Listening class. There is an objective which is going to be achievedthrough this
research. The objective is designing appropriate gamification materials as supplementary listening materials for the Intermediate Listening class in the
ELESP. In order to gain the answer, the researcher used several theories. Those theories are the Technology-based Learning TBL theory, Gamification theory,
Theory of Listening Skill and Language Learner theory. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
First of all, the researcher elaborated the theories about Technology-Based Learning in order to know whether or not the gamification can be used as
educational media. From the theories, the researcher finds that TBL covers gaming as the methodologies and tools. Therefore, the researcher use gaming as
the methodologies and tools in designing listening materials. Then, the researcher discusses about gamification theories. The researcher elaborated the gamification
theories to find a clear understanding about gamification which a part of gaming. From the theory, researcher finds that gamification uses the elements or the
mechanics of games. Hence, the researcher includes the theories about game elements and also the types of users. The theories of game elements help the
researcher to investigate whether or not those elements can be used as supplementary listening material. By knowing that theory, it gives benefits for the
researcher while designing the gamification application. The types of user are used to consider the elements which will be used for the target of the research. In
addition, the target of this researcher is the digital native generations who are familiar with the modern technologies. Thus, the researcher applies digital
technology in the designed materials. In this research, the researcher provides several sites or platforms which can
help teacher to gamified the learning process. Every sites or platforms have its strength and weaknesses. Some of them are easy to use but the others are more
complex to use. In addition, some platforms provide free services but the others are not free. Those theories also help the researcher to find a clear definition about
gamification specifically. In addition, the theories of gamification are compared to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
the other types of games which had educational purposes in order to differentiate gamification from other types of games.
Moreover, the researcher also uses the listening theories to find the relation between gamification and listening. It is useful for the researcher because the
researcher can examine how the gamification works and how listening process works in order to help the researcher designing the gamification as supplementary
listening materials. The language learner theories which contains about student ‟s
motivation are also discussed. By knowing the motivation, the researcher can provide appropriate listening materials design. The explanation about the
motivation helps researchers to choose the learning activities for the supplementary materials.
31
CHAPTER III METHODOLOGY
In this chapter, the researcher presented the methodology used in this study. This chapter consisted of five parts, namely, research method, research
setting, research participants, research instruments, and data analysis technique.
A. Research Method
In this chapter, the researcher presented the methodology used to answer the problem of this study. The problem of this study was
“What does a set of supplementary listening materials using gamification for the Intermediate
Listening Class in the English Language Education Study Program look like?”
This research conducted to find out the data and then develop listening supplementary materials using gamification. In conducting this study, the
researcher employed Research and Development RD Method proposed by Borg and Gall 1983.
Educational Research and Development RD is a process used to develop and validate educational products. The steps of this process are
usually referred to as the R D cycle, which consists of studying research findings pertinent to the product to be developed, developing the product
based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field
testing stage. Borg Gall, 1983, p.772
The researcher chose RD method because it provides instructional steps to develop an educational product. RD provides ten instructional steps to
develop educational products. There are research and information collecting or PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
