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The supplementary listening material using gamification also provides points and badges for the students. The points were used to assess students’ participation.
Students would get the points if they complete the quiz. Each quiz also gives them 1 point for the correct answer. They also get a point if they participated on the
group discussion. In addition, Edmodo also provides badges which can be managed by the
administrator. Administrator could manage the badges for the students because Edmodo provides several badges for instance participant, good citizen, hard
worker, or assignment helper. In addition, administrator could add new badges if necessary. In this case, administrator could give the badges based on the progress
of the students. Therefore, the administrator can still monitor students’ learning
progress. In this case, the researcher made a table of rewards which provided in Edmodo.
Table 4.5 Rewards List
Type of Reward Quantity
Rules
Points Get 1 Point
If students access the material
Get 1 point If students answer the
questions correctly Get 1 bonus point
If students finishing the quiz or assignment
Get 1 point If students participating on
the group discussion Badges
Get PARTICIPANT badge If students get 5 point of
participation Get HARD WORKER
badge If students get 15 points
from quiz and assignments Get GOOD LEARNER
badge If students make great
progress PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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In addition to the table, the researcher also provided a real-time progress bar in the designed material. It will show students
’ progress based on their achievement. The rewards and progress bar were used to engage students to learn
by themselves. All of those aspects will be provided on the supplementary listening material using gamification.
D. Preliminary Field Testing
After the process of developing the material using gamification was accomplished, the next step was preliminary field testing. This step aimed to
evaluate the designed material until it met its objectives. This step was conducted through expert validation and user validation. The expert validation was done by
two lecturers of the Intermediate Listening Class. Then, the user validation was done by ten students from Intermediate Listening Class A and E.
In this step, the researcher distributed an evaluative questionnaire. It was different in the first part of the questionnaire for user and expert validation. For
expert validation, the first part of the questionnaire consists of 21 statements. Meanwhile for user validation, it consists of 17 statements. The answers of those
statements are in a form of Likert scale. The evaluation results of the user validation are presented in Appendix B.
The result of the questionnaire shows that all the participants of user validation have given their opinion about the designed material. In the result of
the questionnaire, more than half of the participants agreed with the statements. The users who agreed with the opinions ranged from 50 - 100. From the
questionnaire, the users agreed that the learning objectives were specific enough PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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and represent students’ need. In addition, the material also helped the students to achieve the learning objectives. The learning materials were also suitable with the
topic and skills in the Intermediate Listening Class. Some students also agreed that the activities were motivating and helped them to practice listening skills. The
questions also facilitated students to get the detail information about the listening passage. In addition, the website contains easy material to access by the students.
From the result of the user validation in the preliminary field testing, the designed materials were already appropriate for the Intermediate Listening Class.
However, the designed material still needed revision and improvement in some parts in order to make the material more applicable for the students. The
researcher used the suggestions and feedbacks from the second part of the questionnaire to revise the designed material. In addition, the researcher also used
the first part of the questionnaire which obtained low percentage to revise the designed material.
In the second part of the questionnaire, the researcher collected comments and suggestions from the users. The participants gave feedbacks through two
open-ended questions. The first question was about their comments on the designed material. The second question was about their suggestions to improve
the designed material. The participants commented that the material were easy to access and it helpful to practice more on taking note while listening. In addition,
they also said that the topic provided on the designed material were quite unique. In addition, the participants also gave their suggestions. The suggestions given
were to give various activities for each material and to give level of difficulty for PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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each material. The participants also suggested improving the website features and making attractive website layout. Those comments and suggestions were used to
revise and improve the designed material. In addition, the researcher also used the first part of the questionnaire which obtained low percentage.
Furthermore, the researcher also conducted expert validation by distributing evaluative questionnaire to two lecturers of the Intermediate Listening
Class. The questionnaire for expert validation consists of 21 statements. In the questionnaire, the researcher also uses Likert scale with a same degree of
agreement. The result of the expert validation is presented in Appendix B. From the result of the expert validation, the two experts have given their
opinions about the designed material s. If the experts’ answer ranged from 50 -
100, it can be indicated that they agree with the statements. From the result of the questionnaire, the experts agreed that the learning objectives were represented
th e students’ need although it was not specific enough. In addition, the material
helped students to practice their listening ability in order to achieve the learning objectives. The designed materials were easy to understand. It was also
systematically well-arranged based on the level of difficulty. The learning activities provided in the designed material help students to
practice the skills. Moreover, the questions and the assignments in the designed material were easy to comprehend. On the other hand, the learning assessment
provided in the designed material was motivating by giving motivating rewards. The learning assessment was easy to use. It provided specific grade book. In
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addition to the use of the website, it was easy to access. It also contained many features which can be used to facilitate students’ learning activities.
From the result of the expert validation in the preliminary field testing, the designed materials were appropriate for the students to practice their listening
ability. However, the designed material still needed revision and improvement. The researcher used the suggestions and feedbacks from the second part of the
questionnaire to improve the designed material. The researcher also considered the result of the first part of the questionnaire which obtained low percentage
while revising the designed material. In the second part of the questionnaire, the researcher collected comments
and suggestions from the experts. The experts gave comments and suggestions through two open-ended questions. The first question was about their comments
on the designed materials. The second question was about their suggestions to improve the designed materials.
In the second part of the questionnaire, the experts comment on the grammar of the quiz, assignments, or instructions. They stated that the researcher
should revise the grammatical mistakes in the designed material. In addition, the experts also gave some suggestions. They said that the researcher should consider
the level of difficulties of the material and gave level in the designed material. The experts also suggested giving various exercises related to the material. In addition,
the experts also asked the researcher to provide listening material from non-native English speakers. They said that the researcher can add other listening materials
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from world Englishes. Those comments and suggestions were used to revise and improve the designed material.
E. Main Product Revision
The main product revision was carried out to revise and improve the designed material. The revision based on the comments and feedbacks were
gathered in preliminary field testing step. The expert validation and user validation gave many suggestions which were used to revise the designed material
until it met the objectives and students’ need. The researcher revised several parts of the designed material.
The first suggestion was to add more interesting topics and activities. In the designed material, the researcher had already provided eight material and
sixteen activities from four topics. Since the material designed was a supplementary material, the researcher would added more activities which are still
related to the topic of the Intermediate Listening Class. Therefore, the users of the designed material could find various listening audios or videos and activities
which used to improve listening skill. The second suggestion was to give level of difficulties in each material. In
the material given to the respondents, the researcher has not did that. However, the level of difficulties in each listening audio or video would help user to practice
from the easier item. Therefore, the researcher would rename the listening audio and add numbered to indicate the level of difficulties since the website did not
support items’ leveling.
