Main Product Revision RESEARCH RESULT AND DISSCUSSION

71

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations. It consists of two parts. The first is conclusions which contain the summary of the study. The second is recommendations which contain the recommendations from the researcher for materials users and future researchers.

A. Conclusions

This study is concluded to answer the research question. The research question 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 ?” To answer the question, the researcher adopted RD cycle by Borg and Gall 1983 which consists of ten steps to develop and validate educational products. However, the researcher chose five steps of RD cycle for instance research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision. The research and information collecting step comprises interview and classroom observations. It aims to find the topics and skills which need to be achieved in the Intermediate Listening Class and the students’ characteristics. The second step is planning which includes defining skills, stating objectives, determining course sequence, and small scale feasibility testing. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 72 The third step is developing the preliminary form of product. This step includes preparation of the materials and platform which share gamification features. In this step, the researcher also develops the rules for the gamification design. Then, preliminary field testing which includes evaluative questionnaire and data collected analyzed. It aims to collect comments and suggestions to revise the designed materials. The last step is the main product revision. It revises the designed product based on the suggestions from the preliminary field testing results. After being evaluated by the experts and being revised by the researcher, ten listening materials and twenty learning activities are presented in the final version of the designed materials. Each material contains listening audio or video, quiz, and assignment. In addition, the researcher also adds the listening links which can be accessed to practice listening skill. In the revised materials, the researcher also uploads other activities related to the materials. The researcher expects that the designed materials could motivate the students to learn English and to improve listening skill.

B. Recommendations

In this part, the researcher would like to give recommendations related to the study. The recommendations are given to the materials users and future researchers. The recommendations are explained in the following paragraphs. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 73 1. Recommendations For Materials Users Gamification can be considered as a new method. Therefore, it is assumed that there are still many users who do not know the method. Consequently, the user of the materials should be given more attention to understand the instructions given on the materials. In addition, the users should practice using the gamified learning website continuously in order to try all features of the gamified learning website. Therefore, they can use the materials to support their listening practice. 2. Recommendations For Future Researchers Due to the limitations of time and money, the researcher has no time to implement the revision of the designed materials. Therefore, the future researchers who want to implement the designed materials are welcome. Future researchers can focus on the effectiveness of the designed materials as supplementary materials. In addition, the researcher also recommends the future researchers to improve the designed materials using other attractive free platforms. The researcher also recommends future researchers to design gamified learning to improve other skills with different participants. 74 REFERENCES Advanced Distributed Learning. 2005. Gaming. Retrieved November 30, 2015, from http:www.adlnet.orgtechnologiesgaming American Society for Training and Development ASTD. 2005. Learning Circuits. Retrieved November 30, 2015, from http:www.learningcircuits.orgglossary.html Belman, J., Flanagan, M. 2010. Exploring the Creative Potential of Values Conscious Game Design: Students’ Experiences with the VAP Curriculum. Björk, S. Holopainen, J. 2005. Pattern in Game Design. Boston: Charles River Media. Bogost, I. 2011. Persuasive Games: Exploitationware. Retrieved 15 October, 2015, from www.gamasutra.com persuasive_games_exploitationware.php Borg, W.R. Gall, M.D. 1983. Educational Research: An Introduction 4 th ed. London: Longman. Brathwaite, B., Schreiber, I. 2008. Challenges for Game Designers. Boston: Charles River Media. Brown, G., Yule, G. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press Brownell, J. 1996. Listening: Attitudes, Principles, and Skills. Boston: Allyn Bacon. Bruder, P. 2014. Game on: Gamification in the Classroom. Review from NJEA Review. Crumlish, C. Malone, E. 2009. Designing Social Interfaces: Principles, Patterns, and Practices for Improving the User Experience . O’Reilly. Daniel, Matt. 2010. Businesses Need to Get in the Game. Marketing Week. http:www.marketingweek.co.ukdisciplinesmarket- researchopinionbusinesses-need-to-get-in-the-game3018554.article Deterding, S., Sicart, M., Nacke, L., O’Hara, K., Dixon, D. 2011. Proceedings of CHI Extended Abstracts: Gamification. Using Game-design Elements in Non-gaming Contexts.Vancouver, BC: Canada. Flatla, D., Gutwin, C., Nacke, L., Bateman, S., Mandryk, R. 2011. Calibration Games: Making Calibration Tasks Enjoyable by Adding Motivating Game Elements UIST 2011, Santa Barbara, California. 75 Fullerton, T. 2008. Game Design Workshop: A Playcentric Approach to Creating Innovative Games. Amsterdam. Goh, C.C.M. 2002. Teaching Listening in Language Classroom. Singapore: SEAMEO Regional Language Center. Hamari, J., Koivisto, J., Sarsa, H. 2014. Proceedings of the 47 th Hawaii International Conference on System Sciences: Does Gamification Work?. Hawaii, USA. Hamer, J. 2007. How to teach English. London: Pearson Education. Juul, J. 2005. Half-real: Video Games Between Real Rules and Fictional Worlds. Cambridge: MIT Press. Kapp, K. 2011. Predictions For E-Learning In 2011. Retrieved 12 October, 2015, from http:elearnmag.acm.orgfeatured.cfm?aid=1925057 Kapp, K. 2012. The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco: Pfeiffer. Kim, B. 2015, March. Designing Gamification in The Right Way chap 5. Retrieved October 15, 2015, from https:journals.ala.orgltrarticledownload Krashen, S.D. Terrel, D.T. 1983. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergoman Press. Lee, J., Hammer, J. 2011. Gamification in Education: What, How, Why Bother?. Academic Exchange Quaterly. Retrieved 12 October, 2015, from http:www.gamifyingeducation.orgfilesLee-Hammer-AEQ-2011.pdf Marczewski, A. 2013. Gamification: A simple Introduction and a Bit More 2 nd ed. Kindle Edition. Muntean, C. 2011. Raising Engagement in E-learning Through Gamification. Romania. Murray, B. 2001. What Makes Students Stay. E-Learning Magazine. Retrieved November 30, 2015, from http:www.elearnmag.orgsubpage.cfm?section=articlesarticle=22- Nugraheny, F. 2014. English Listening Materials Using Task-Based Language Teaching for the Seventh Grade Students of SMPN 2 Yogyakarta. Yogyakarta. Pendidikan Bahasa Inggris. 2012. Buku Panduan Akademik. Universitas Sanata Dharma. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI