Designing a set of supplementary listening materials using gamification in the intermediate listening class.

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ABSTRACT

Rahmawati, Natalia Desi. 2016. Designing a Set of Supplementary Listening Materials Using Gamification in the Intermediate Listening Class. English Language Education Study Program, Department of Language and Arts, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

This study aims to develop supplementary listening materials using gamification in the Intermediate Listening Class. In this study, there is one research problem formulated: what does a set of supplementary listening materials using gamification for the Intermediate Listening Class of the English Language Education Study Program look like?

In order to answer the research problem, the researcher used Research and Development method proposed by Borg and Gall. There are five steps applied in this study, namely research and information collecting, planning, development of preliminary form of product, preliminary field testing, and main product revision. The materials were designed based on the topics, skills, and students’ characteristics.

In this study, two lecturers and ten students evaluated the designed materials. From the results of the evaluation in preliminary field testing, the materials designed were already appropriate. However, the designed materials needed revision and improvement. The revision of the designed materials was based on the experts and users feedbacks.

The final version of the designed materials consist of four topics namely Mobile Phones, Milestones in Technology, Dessert from the Desert, and Pheromones. Each topic contains listening materials, quizzes, and assignments. The designed materials are provided in free and easy website called Edmodo. The materials are designed based on the syllabus of the Intermediate Listening Class. Thus, it is expected that the designed materials can improve student engagement to learn English especially listening skill.

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ABSTRAK

Rahmawati, Natalia Desi. 2016. Designing a Set of Supplementary Listening Materials Using Gamification in the Intermediate Listening Class. Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.

Skripsi ini bertujuan untuk mengembangkan materi tambahan menyimak menggunakan gamification di kelas Intermediate Listening. Pada skripsi ini, ada satu permasalahan yang dirumuskan yaitu bagaimanakah bentuk materi tambahan menyimak menggunakan gamification untuk kelas Intermediate Listening di Program Studi Pendidikan Bahasa Inggris.

Untuk menjawab permasalahan, peneliti menggunakan metode penelitian dan pengembangan yang dirancang oleh Borg dan Gall. Ada lima langkah yang diaplikasikan pada skripsi ini, yaitu penilitian dan pengumpulan informasi, perencanaan, pengembangan produk, pengujian awal di lapangan, dan perbaikan produk.

Pada skripsi ini, ada dua dosen dan sepuluh siswa yang mengevaluasi materi yang dirancang. Hasil dari evaluasi yang dilakukan pada pengujian awal di lapangan telah sesuai. Akan tetapi, materi yang dirancang masih membutuhkan revisi dan pengembangan. Materi yang dirancang direvisi berdasarkan saran yang diberikan ahli dan pengguna.

Hasil akhir dari materi yang dirancang terdiri dari empat topik, yaitu Mobile Phones, Milestones in Technology, Dessert from the Desert, dan Pheromones. Setiap topik berisi materi menyimak, kuis, dan tugas. Materi yang dirancang tersedia di situs yang gratis dan mudah bernama Edmodo. Materi ini dirancang berdasarkan silabus dari kelas Intermedate Listening. Dengan demikian, diharapkan bahwa materi yang dirancang dapat meningkatkan ketertarikan siswa untuk belajar bahasa Inggris khususnya menyimak.

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DESIGNING A SET OF SUPPLEMENTARY

LISTENING MATERIALS USING GAMIFICATION IN

THE INTERMEDIATE LISTENING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Natalia Desi Rahmawati 121214163

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DESIGNING A SET OF SUPPLEMENTARY

LISTENING I\-IATERIALS USING 'GAMIFICATION IN THE INTERlVIEDIATE LISTENING CLASS

Natalia Desi Rahmawati 121214163

Approved by

Advisor

Fidel]:,; Cliosa Kastuhandani, S.Pel., "iv1.Hum.

Date 16 May 2016

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A Sarjana Pendidikan Thesis

DESIGNING A SET OF SUPPLEMENTARY

LISTENING MATERIALS USING GAMIFICATION IN

THE INTERMEDIATE LISTENING CLASS

Natalia Desi Rahmawati 121214163

Defended before the Board of Examiners on 1 June 2016

and Declared Acceptable

Board of Examiners

Member : Christina Lhaksmita Anandari, S.Pd., Ed.M.

Member : Fidelis Chosa Kastuhandani, S.Pd., M.Hum. Member : Laurentia Sumarni, S.Pd., M.Trans.St. Chairperson : Paulus Kuswandono, Ph.D.

Secretary : Christina Lhaksmita Anandari, S.Pd., Ed.M.

Yogyakarta, 1 June 2016

Facu1ty of Teachers Training and Education

Rohandi, Ph.D.

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STATEMENT OF "VORK'S ORIGINALITY

I honestly declared that the thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotation and the references, as a scientitlc paper should.

Yogyakarta, 1 June 2016 The Researcher

D4

1\

~

' / . ~. .~

Natalia Desi Rahmawati 121214163

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LEN/BAR PERNYATAAN PERSETUJUAN PUBL/KASI KARYA ILNflAH UNTUK KEPENTINGAN

AKADEM/S

Yang belianda tangan di bawah ini saya mahasiswa Universitas Sanata Dharma:

Nama : Natalia Desi Rahmawati

Nomor Mahasiswa : 121214163

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

DESIGNING A SET OF SUPPLEMENTARY LISTENING MATERIALS USING GAMIFICATION IN

THE INTERMEDIATE LISTENING CLASS

Beserta perangkat yang diper1ukan (bi1a ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dhal111a hak untuk menyimpan, mengalihkan dalam bentuk media lain, menge10lanya dalam bentuk pangkalan data, mendistribusikan secmoa terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa per1u meminta ijin kepada saya atau memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pemyataan ini saya buat dengan sebenamya.

Dibuat di: Yogyakarta Pada tanggal: 1 :luni 2016 Yang menyatakan

Natalia Desi Rahmawati

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vi ABSTRACT

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vii ABSTRAK

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viii

ACKNOWLEDGEMENTS

First, I would like to express my gratitude to Jesus Christ for His guidance and blessings so that I was able to finish my thesis. He always makes everything possible to achieve.

Next, I would like to thank my advisor, Fidelis Chosa Kastuhandani, M.Hum., for his willingness to share his experience and his knowledge. He gave me his valuable supports, suggestions, and criticism to my thesis. I am very grateful to have Patricia Angelina, M. Hum., and Agustinus Hardi Prasetyo S.Pd., M.A. for their willingness to evaluate my designed materials.

I also thank the students of Intermediate Listening Class especially Class B and Class E who helped me in the process of designing the supplementary material. I thank them for their honesty to give comments and suggestions on my designed material.

I would like to thank my academic advisor, Laurentia Sumarni, S.Pd., M.Trans.St., for her willingness to support and share her knowledge. I deeply thank to all the lecturers of the English Language Education Study Program of Sanata Dharma University for their guidance and knowledge that they shared in the past four years. I also thank Mbak Danik for her service during my study.

I am so grateful for having all my classmates in PBI 2012 Class F. They have shared their joy, experience, sadness, problem, and also spirit during the process in this study program. I am very thankful to the following people who support me in the process of finishing my thesis: Patricia Vania SYA, Aloysia

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Berlindis Lasar, Lukas Henggara N and Mbak Desca. They contributed a lot in proofreading my thesis. In addition, I warmly thank all of my friends in the same advisory who shared their knowledge and experience in order to support others.

I am deeply grateful for having my family: Simbah Kakung, Simbah Putri, Simbah Buyut, Mbah Wo, Lik Tri, and Lik Suryati for their abundant support. I also thank my best friends: Ona, Widya, Raras, Ivana, Ian, David, Dita, Nanda, Regina, and Cindra for their precious friendship. My thankfulness also goes to Rubenz Kefas Marantica Sungkar, who patiently listens to my complaint during the process of finishing this thesis. His endless support and care is really helpful for me.

Last, I dedicate this thesis to Yohanes Subagyo and Dwi Lestari, my beloved parents, for their unrelenting support and love. I thank them for giving me their irreplaceable advice which inspires me to be strong in every condition at life. I am also very thankful to my beloved sister, Ephiphania Renata Subagyo, for her support and spirit.

Sincerely,

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I: INTRODUCTION A. Research Background ... 1

B. Research Problem ... 3

C. Problem Limitation ... 3

D. Research Objectives ... 4

E. Research Benefits ... 4

F. Definition of Terms ... 5

1. Supplementary Listening Material ... 5

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3. Intermediate Listening Class ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Review ... 7

1. Technology-Based Learning (TBL) ... 7

a. Benefits of TBL... 8

b. Challenges of TBL ... 9

c. Methodologies and Tools of TBL ... 10

2. Gamification ... 11

a. Beliefs about Gamification ... 11

b. Game Elements ... 14

c. Type of Users ... 17

d. Accessible Technology to Make Gamification ... 19

3. Listening Skill ... 22

a. Beliefs about Listening Skill ... 22

b. The Process of Listening ... 23

c. Types of Listening Technique ... 24

d. Listening in ELESP ... 25

4. Students’ Motivation ... 27

a. Intrinsic Motivation ... 27

b. Extrinsic Motivation ... 28

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xii

CHAPTER III: RESEARCH METHODOLOGY

A. Research Method ... 31

1. Research and Information Collecting ... 33

2. Planning ... 34

3. Development of Preliminary Form of Product ... 34

4. Preliminary Field Testing ... 35

5. Main Product Revision ... 35

B. Research Setting ... 36

C. Research Participants ... 36

1. Research and Information Collecting Participants ... 37

2. Preliminary Field Testing Participants ... 37

D. Research Instruments ... 38

1. Instrument of Research and Information Collecting ... 38

2. Instrument of Preliminary Field Testing ... 39

E. Data Analysis Technique ... 40

CHAPTER IV: RESEARCH RESULT AND DISCUSSION A. Research and Information Collecting ... 43

1. The Syllabus of Intermediate Listening Class ... 43

2. The Result of The Interview ... 45

3. The Result of Classroom Observation ... 49

B. Planning ... 52

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xiii

2. Stating Objectives ... 53

3. Determining Course Sequence ... 55

4. Small Scale Feasibility Testing ... 57

C. Developing Preliminary Form of Product ... 58

D. Preliminary Field Testing ... 63

E. Main Product Revision ... 67

F. The Final Version of the Designed Materials ... 69

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 71

B. Recommendations ... 72

REFERENCES ... 74

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xiv

LIST OF TABLES

Table Page

2.1 Levels of Game Design Elements………. 15

2.2 Kapp’s Seven Types of Knowledge, Gamification Elements, and Examples of Each Type ……… 16

2.3 Listening Cycle ………... 23

3.1 Borg & Gall Steps Scheme ………... 32

3.2 Research Scheme (Modified from Borg & Gall) ………. 33

3.3 Degree of Agreement ………... 41

3.4 The Result of Questionnaire (blank) ……… 41

4.1 Syllabus of the Intermediate Listening Class ………. 52

4.2 Goals of Gamification ……….. 54

4.3 The Learning Topics of the Materials ……….. 56

4.4 List of Topics and Skills in Each Meeting ……… 56

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LIST OF FIGURES

Figure Page

4.1 Screenshot Folders in the Edmodo Library……… 59

4.2 Screenshot Sub-Folder in the Edmodo Library………59

4.3 Screenshot Quiz in Edmodo ………60

4.4 Screenshot Assignments in Edmodo ………..61

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xvi

LIST OF APPENDICES

Appendix Page

Appendix A: Questionnaire for Expert Validation and User Validation ... 78

Appendix B: The Result of Questionnaire for Expert Validation and User Validation ... 83

Appendix C: Lesson Plan ... 87

Appendix D: The Final Version of the Designed Materials ... 91

Appendix E: Printed Materials ... 100

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1 CHAPTER I INTRODUCTION

This chapter presents the background information related to the reason why this research is conducted. There are six sections in this chapter namely, research background, research problem, problem limitation, research objectives, research benefits and definition of terms.

A. Research Background

The development of the technology grows rapidly along the engulfment of globalization. The rapid progress of technology gives impacts in every aspect of human life, for instance industry, business, education, etc. In the education field, technology develops quickly. Technology has been used by the educators to provide students with the information related to the materials. In addition, educators wield technology to build fun atmosphere in class for learning. It includes fast and personal feedbacks for students’ assignments, encourages student to get involved in the learning activities, and increases students’ motivation to learn by using various teaching and learning media. Hence, technology has a significant role in the education field.

One of the technology results in the recent years is gamification. Gamification is usually used for marketing, e-commerce, ecological test, and health. According to Daniel (2010) as cited in Muntean (2011) state that gamification is a technology which is successful in website in order “to create

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loyalty, brand awareness, and effective marketing engagement” like Foursquare, Stack Overflow, and NikeID. However, other researchers (Deterding, S., Sicart, M., Nacke, L., O’Hara, K., and Dixon, D., 2011; Kim, 2015; Muntean, 2011) argue that gamification can be used in the educational field. Therefore, there must be a proper gamification design which can help educators to maintain learning activities.

In addition, the researcher uses gamification in order to develop listening materials. Therefore, the researcher should understood listening process in detail. Listening skill is one of the basic language skills which must be mastered by students. This skill is the first skill that should be learned before learning other skills. Brownell (as cited in Nugraheny, 2014) says that listening is the first thing learntbefore other skills such as speaking, reading, and writing. Therefore, when the children master the listening skill, the other skills will improve in time. Krashen and Terell (1983) also state that “listening is very important and it is viewed as the basic skill that will allow speaking, reading, and writing to develop spontaneously over time, given the right conditions.” It means that listening skill should be learnt since the early age.

In 2013, Tyagi also reveals that listening skill is “a combination of hearing what another person says and psychological involvement with the person who is talking.” In addition, this skill also requires high concentration and understanding in order to receive the clear message from the speaker. Therefore, there must be a good listening material design which can help students improve their listening skill, especially when they learn their second language. In this case, listening skill

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is also one of the basic skills in the English language learning. It is so because listening skill is needed to help students communicate and build a relation with other people. Therefore, listening skill becomes one of the basic courses in the English Language Study Program (ELESP). In the ELESP, listening courses are divided into four courses; those are Basic Listening, Intermediate Listening, Critical Listening and Speaking 1 and Critical Listening and Speaking 2. However, this study will only focus on the Intermediate Listening Class which goal is “to give students practice listening to various kinds of discourses for post -elementary to pre-intermediate level” (Buku Panduan Akademik, 2012).

B. Research Problem

The study is expected to answer the research problem. The research problem is “What does a set of supplementary listening materials using gamification for the Intermediate Listening Class in the English Language Education Study Program look like?”

C. Problem Limitation

The study focuses on the research and development of gamification as a set of supplementary listening materials to improve students’ listening ability in the Intermediate Listening Class. Gamification is used to facilitate students to practice their listening ability outside the class. By using gamification, the students can improve their listening skill through various media. This technique is assumed as an appropriate, applicable, and relevant to the present condition.

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D. Research Objectives

The objective of this study is to present appropriate English supplementary listening materials using gamification for the Intermediate Listening Class of the English Language Education Study Program.

E. Research Benefits

This study is intended to give benefits for the students of the Intermediate Listening Class of the ELESP. It also gives benefits for the lecturer of the Intermediate Listening Class and future researcher. The benefits are described in the following paragraphs.

1. The Students of the Intermediate Listening Class of the English Language Education Study Program

This study aims to present a set of supplementary listening materials using gamification for the Intermediate Listening Class students in the English Language Education Study Program. Students can practice their listening skill by themselves outside the class by using the materials. The students’ listening ability also can be improved by doing continuous practices.

2. The Lecturers of the Intermediate Listening Class of the English Language Education Study Program

The lecturers will have various listening media while teaching listening skills by designing this material. The lecturers can help students improve listening

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skill using gamification and control students’ improvement through the designed material. Therefore, it is possible for the lecturers to develop another material using gamification.

3. The Future Researchers

This study provides useful information for future researcher who will conduct the studies on the same topic. They can discuss the information provided in this study to support their topic. On the other hand, they can also implement the designed materials to see whether the materials are effective or not.

F. Definition of Terms

In this study, the researcher uses some terms which will be explained in this section. Those terms are supplementary listening materials, gamification, and Intermediate Listening Class. The explanation of those terms is discussed in the following paragraphs.

1. Supplementary Listening Materials

Brown and Yule (1983)suggest that “listening is a demanding process, not only because of the complexity of the process itself, but also due to factors that characterize the listener, the speaker, the content of message, and any visual support that accompany the message.” The supplementary listening materials are a set of listening materials which are used by the educators to facilitate students to practice their listening skill outside the class. In addition, it can be used as a tool

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to evaluate the students learning process. In this study, the researcher develops a set of supplementary listening materials for the Intermediate Listening Class.

2. Gamification

Gamification is the use of game thinking and game mechanics in non-game field. It will make “learning and instruction more fun” (Sheldon, 2011; Hamari, J., Koivisto, J., & Sarsa, H, 2014). In this study, the researcher uses gamification as a media used in the supplementary listening materials for the Intermediate Listening Class.

3. Intermediate Listening Class

Intermediate Listening Class is one of the courses provided in the ELESP. This course aims to give students chance to practice listening skill using various kinds of discourses for post-elementary to pre-intermediate level. It also practices some strategic skills to comprehend simple extended discourse. This course is offered in Semester 2, and the prerequisite course is Basic Listening.

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7 CHAPTER II LITERATURE REVIEW

In this chapter, the researcher presents the theories which are used in conducting this research. This chapter consists of two parts. The first part is the Theoretical Review and the second part is the Theoretical Framework.

A. Theoretical Review

In this section, the researcher discusses the theories which are relevant to this study. There are the technology-based learning (TBL), gamification, listening skill, and students‟ motivation.

1. Technology-Based Learning (TBL)

According to Social Policy Research Associates (SPRA, n.d.), technology-based learning (TBL) in the early 21st century is “transforming the way people learn at a time when two powerful trends converge.” Those two powerful trends are “the rapid acceleration of technological change and the demands that this change places on education and workforce training” (SPRA, n.d.). Because of the encounter of those two powerful trends, the learning activities also change. In addition, TBL is also defined as “the learning of content via all electronic technology, including the Internet, intranets, satellite broadcasts, audio and video tape, video and audio conferencing, Internet conferencing, chat rooms, e-bulletin boards, webcasts, computer-based instructions, and CD-ROM” (American Society for Training and Development (ASTD), 2005).

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TBL also have other terms for instance online learning, web-based learning, and computer-based learning. In this case, TBL is the same with e-learning. Because of TBL encompasses other learning method, TBL becomes the umbrella term of multiple delivery modes and methods (SPRA, n.d.). Moreover, TBL can be synchronous and asynchronous. Synchronous means the material is delivered when the instructors and learners meet in the specific time in a physical or virtual meeting. Meanwhile, asynchronous means the learning process does not occur at a specific time and is not linked to a specific learning event. It allows learner to begin the course when they are ready and the progress of their learning will be based on their own time and ability.

a. The Benefits of TBL

TBL have numerous benefits in comparison with face-to-face learning. According to SPRA (n.d.) there are four primary benefits of TBL. First of all, the excellence of TBL is its accessibility. In this case, TBL facilitates learners anytime and anywhere. Therefore, learners do not need to wait until the beginning of the semester. This is also flexible for those who have many to-do schedules. They can manage their time which can be day or night to fulfill the requirements of a course. TBL helps learners who have problem with transportation. In fact, for learners with a laptop, “TBL can be access from anywhere in the world where there is Internet access” (Twigg, 1995).

The second benefit of TBL is the self-paced learning. It is matched to the learner‟s needs. TBL allows learners to understand the course content based on

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their own pace. In this case, the learner will not be considered in the same level of understanding and they need to improve themselves using match learning material and activities. Then, TBL is full of scalability which means that TBL can accommodate larger learners with little costs. It is helpful for learners with financial barriers. In addition, there is no classroom limitation in TBL, but “modern learning management system (LMS) allows the management learning outcomes for large number of students” (SPRA, n.d.).

The last benefit of TBL is timely dissemination of up-to-date information. TBL can be “centrally developed and centrally updated whenever the need arises” (SPRA, n.d.). TBL is much more manageable in relation with the costs of replacing outdated course materials or retraining teachers or instructors. By using TBL, teachers and instructors can use updated materials which are based on the need of the learners easily.

b. The Challenge of TBL

TBL is also facing some challenges during the development time. There are some of the main challenges faced by TBL. The first challenge of TBL is digital divide. Digital divide happens because of significant portion of the population that still does not have access to computers or to the Internet (SPRA, n.d.). Thus, TBL cannot be implemented in many places. However, the digital divide will not decrease in the near-term unless there is a huge change in the places which has no Internet or computer access.

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Furthermore, social loafing also becomes one of the challenges of TBL. TBL causes social loafing because the learners are provided with many materials which are suitable to their needs. It makes the learners feel that they are not monitored by their instructors or their peers. However, it can be reduced by asking every learner‟s contributions in a group discussions or requiring periodic deadlines of an assignments.

Attrition rates also become the challenges of TBL. It happens because of the social loafing; the attrition rates are also affected. The attrition rates on the TBL course are higher than face-to-face classroom course. According to Murray (2001), the dropout rates among TBL students frequently reach 50 percent to 80 percent. However, TBL still faces other challenges except the three challenges explained above.

c. Methodologies and Tools of TBL

In this section, the researcher discusses the methodologies and tools which are commonly used in TBL. According to SPRA (n.d.), “TBL uses a series of delivery methods and hardware and software tools to manage and deliver learning content and manage and track learner progress, as well as learner-to-learner and learner-to-instructor communication.” There are many methodologies and tools used in TBL for instance tutorials, web conferences, online forums, electronic mailing lists, wikis and virtual collaborative workspaces, blogs, simulations, goal-based scenarios, gaming, learning management systems (LMS), and integrated learning system.

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In this study, the researcher discusses one of the methodologies and tools that are provided by TBL. The researcher chooses gaming as the methodologies and tools from TBL. Advanced Distributed Learning (2005) have described that:

Gaming involves more complex simulations with formal rules in which players engage in artificial conflict with variable and quantifiable outcomes and both game play and learning objectives, a narrative which provide cues, context and relevance for the activities, and a simulation which represents the learning space to support the activities and narratives.

From the explanation above, gaming can be used for teaching and learning because it can be based on the context and relevance of the learning activities. It also gives a support for the learning activities in TBL program.

2. Gamification

This section is divided into four parts. There are beliefs about gamification, game elements, type of users, and accessible technology to make gamification. Those aspects will be elaborated in the following paragraphs.

a. Beliefs about Gamification

Research by some researchers have yielded new findings that “gamification is not about turning the classes into a game; although the gamification technique is not truly an academic methodology, it may improve the performance of students in the learning process” (Xu, 2012). Bohyun Kim (2015) has described the difference between gamification and educational games:

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Gamification and educational games have the same goals but different process. Educational games are complete games with serious intentions. It also requires many resources because educational game is the simulator of the material of education.

Gamification of learning is not identical to educational games since the latter are full-fledged games while the former is only a lightweight application that applies game elements to the learning context. However, both the gamification and the educational learning share the same process of gamifying learning elements to achieve the goals (p. 29).

In addition to the previous researcher, Deterding et al (2011) stated that gamification is not making or using game in the learning process but “gamification is the use of game-play mechanics for non-game applications.” In 2013, Muntean noted that “the game-play mechanics are a set of rules and feedback loops that create the game play” which is used for non-game applications or activities. Therefore, gamification only uses the technique or mechanics of the game itself to achieve the goals of non-game activities such as education, economics, health, ecology, etc.

In the education field, many researchers found that gamification is useful for the learning process and it makes “learning and instruction more fun” (Sheldon, 2011; Hamari et al, 2014). Moreover, Lee and Hammer (2011) also state that the definition of gamification but they add that “gamification use game dynamics and frameworks to promote behaviors.” In other words, gamification has a great impact for the user‟s behaviors. Kapp (2011) added that “the gamification of learning and instruction like time, accuracy, point systems integrated on the learning process will encourage users to achieve their desired goals” that is called the education goals. Flatla, D., Gutwin, C., Nacke, L., Bateman, S., Mandryk, R. (2011) stated that “gamification‟s main goal is to raise

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the engagement of users by using game-like technique such as scoreboard and personalized fast feedback” because it encourages students to get involved in the learning process. Hence, gamification is efficient for learning “in order to make the content more attractive and engage the user” (Muntean, 2013).

Gamification is reputed as a new way to attract students‟ engagement and motivation. However, there are also some critiques which need to be noticed. Bogost (2011) argued that “gamification can become „exploitationware‟ with counterfeit rather than genuine incentives” in order to motivate students to get involved in the learning process. In addition, Rughinis (2013) revealed that gamification of education can be exploitative “if it becomes an excuse for a simplistic inadequate design of learning.” In this case, Kim (2015) found the most critique about gamification which revolves around is “the concepts of external reward and intrinsic motivation.” He also said that “it seems natural to assume that what motivates people to engage in any gamified application is almost always extrinsic motivation” which means that the reason behind the action is not the action itself but something else.

Therefore, the designer of gamification should “apply gamification wisely, thoughtfully, and selectively with a clear goal” and also understand “the target audience, the nature of target activity, the gamified learning content; and appropriate and effective rewards for the intended context” in order to solve problems which are faced while using gamified application in education field (Kim, 2015). In addition, Deterding et al (2011) stated that gamification can be applied using digital or without digital technology. It means that gamification can

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be applied on the learning activities without any digital technology. It will happen if the learning process uses the game elements to attract students‟ attention and motivation.

b. Game Elements

By knowing the definition about gamification, the researcher examines game elements which are important in designing gamification. There are lots of game elements which are discovered by many researchers (Deterding et al., 2011; Juul, 2005; Reeves & Read, 2009). According to Reeves and Read (2009), there are ten ingredients of great games. There are “self-presentation with avatars; three-dimensional environment; narrative context; feedback; reputations, ranks, and levels; market places and economies; competition under rules that are explicit and enforced; teams; parallel communication systems that can be easily configured; time pressure.”

On the other hand, there are many researchers who classify game design elements into some levels (Belman & Flanagan, 2010; Björk & Holopainen, 2005; Brathwaite & Schreiber, 2008; Crumlish & Malone, 2009; Fullerton, 2008). From those researchers, Deterding et al. (2011) arrange the levels of game design elements on a table which ordered from concrete to abstract. The arrangement is elaborated in the table below.

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Table 2.1 Levels of Game Design Elements

Level Description Example

Game interface design patterns

Common, successful interaction design components and design solutions for a known problem in a context, including prototypical implementations

Badge, leaderboard, level

Game design patterns and mechanics

Commonly reoccurring parts of the design of a game that concern gameplay

Time constraint, limited resources, turns

Game design principles and heuristics

Evaluative guidelines to approach a design problem or analyze a given design solution

Enduring play, clear goals, variety of game styles

Game models Conceptual models of the components of games or game experience

MDA; challenge, fantasy, curiosity; game design atoms; CEGE

Game design methods Game design-specific practices and processes

Playtesting, playcentric design, value conscious game design

In addition to the game elements, there are lots of researchers who stated their discoveries. They have different focus in their discoveries. Some of them focus on game elements which can be used in education field. In 2015, Bohyun Kim suggested that “an instructor gamifies part of or all homework for a class with a leaderboard, points, teams, challenges, missions, and badges.” In addition to Kim‟s suggestion, Kapp (2012) also describes “seven types of knowledge, along with gamification elements and examples for each type.”

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Table 2.2 Kapp’s Seven Types of Knowledge, Gamification Elements,

And Examples of Each Type (Kim, 2015, p.31)

Types of Knowledge Gamification Elements

Example Declarative Knowledge Stories/Narrative,

Sorting, Matching, Replayability

Trivia, Hangman, Drag and Drop

Conceptual Knowledge Matching and Sorting,

Experiencing the concept

Whack a Mole, You Bet!

Rule-Based Knowledge Experience consequences

Board games, Simulated work tasks

Procedural Knowledge Software challenges, Practice

Data Miner, Software scenarios

Soft Skills Social Simulator Leadership Simulation Affective Knowledge Immersion,

Providing success, Encouragement from celebrity-type

figures

Darfur Is Dying

Psychomotor Domain Demonstration, Haptic devices

Virtual Surgery Simulator

In addition, there are still other elements which can make a game becoming a good game. A game should offer “continuous challenge, interesting storylines, flexibility (more than one way to win), useful rewards, and a combination of fun and realism” (“Good Game”, n.d.).However, it seems that the gamification elements are closer to a type of game than game elements or game mechanics itself.

Deterding et al. (2011) suggested that “game elements” should be treated “as a set of building blocks or features shared by games.” They also restrict “the description of elements” to “the characteristics of games – elements that are found

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in most (but not necessarily all) games, readily associated with games, and found to play a significant role in gameplay.”

c. Type of Users

Before designing the gamification, the researcher or designer should know the characteristics of the target group. It will help researcher to create an appropriate gamification design. Kim (2015) revealed that “in the context of education, thinking about these different types of users and their motivation in relation to different learning styles can also be beneficial.” Therefore in 2015, Kim described that there are some classifications of game users or players like “Bartle classification and Marczewski gamification user types.” In this case, Bartle classified players in the MUD (Multi-User Dungeon, it is an adventure game played through real-time interaction with other players in a virtual world described only in text) games into four types (as cited in Kim, 2015).

The first type is achievers which “regard point-gathering and rising in levels as their main goal.” This type pays more attention on how to get many points and higher levels while playing any game or gamified application. Nowadays, many game players or users are in this type. Then, the second type is explorers which “delight when the game reveals its internal machinations.” Bartle also said that the user in this type “try progressively esoteric actions in wild, out-of-the-way places, looking for interesting features and figuring out how things work.” Users in this type are more motivated while playing game application or gamified application.

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They try to explore many different ways in order to win the game. They will also try every feature which is provided on the game.

Third, socialisers type are “interested in people, and what they have to say.” Player or user in this type thinks that “the game is merely a backdrop, a common ground where things happen to players.” Bartle also states that “inter-player relationships are important: empathizing with people, sympathizing, joking, entertaining, listening; even merely observing people play can be rewarding – seeing them grow as individuals, maturing over time.” Therefore, players or users in this type are not really obsessed with winning like the two types before. They like to be connected to other players or users and make interaction with others. The last type is killers which “get their kicks from imposing themselves on (and causing distress to) others.” This type is different from achievers, explorers, and socialisers. Players or users in this type need higher motivation and understanding because they intend to make a trouble for other people.

In 2013, Wohn and Lee stated that “Bartle‟s player types have served as a general framework for other game researchers and a guideline for game designers even though they specific to MUD-type games” (as cited in Kim, 2015). On the other hand, Marczewski also have the gamification user types. In this case, Marczewski modifies Bartle‟s player types to fit the context of gamification (Kim, 2015). However, the main difference between those two classifications according to Marczewski (2013) is that “the latter accommodates the fact that unlike games whose players always want to play, gamification will have two different types of people: those who are willing to play for extrinsic rewards and those who are not”

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(as cited in Kim, 2015). Thus, the types of players or users are depends on user‟s motivation.

Therefore Marczewski stated five types of gamification users. The first type is player who is motivated by extrinsic rewards. They will play the game because they will get points, scores, and other rewards. The second type is socialisers who are motivated by relatedness. This type is almost the same with Bartle‟s classification. The third type is free spirit who is motivated by autonomy. They play the game because they want to play. Thus, they are not obsessed with points or higher levels. The fourth type is achievers who are motivated by mastery. Although the name is the same with Bartle‟s classification but their motivation is different. The last is philanthropist who is motivated by purpose. The users or players in this type are more motivated because they have their goals when they play the game.

Kim (2015) stated that the explanation about the type of users is theoretical abstractions. However, those classifications are useful guide for other researchers “in understanding how different motivations are involved in gamification and how a gamified application can be design” to attract users with different motivation background (Kim, 2015).

d. Accessible Technology to Make Gamification

Creating game for learning is not easy, but gamified learning is “a simpler yet still efficient” (Muntean, 2011). The reason is that making serious game requires many resources and costs than gamification. Therefore, there are many

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gamification sites which are successful. According to Muntean (2011) there are several successful gamification examples which are useful for many aspects like ZeroEmission from Nissan for ecological field, Nike ID from Nike for e-commerce purpose, and Kobo Reading Life whichis try to gamify reading. In 2014, Bruder found that there are some game maker resources which can be used to help educators to make gamification in order to facilitate their learning activity. In this part, the researcher discusses about the gamification makers which are easy to use by beginner. The first is Sploder (www.sploder.com). According to Bruder (2014) “it is a free and user-friendly game creator. This site can createarcade games, spaceship shooters, or space adventure games.” In addition, this site also has some features which can help teachers to make the gamification step by step. Educators can also find some example of the gamification materials there. The second is JeopardyLabs (jeopardylabs.com) which is also free. This site will help teachers to create jeopardy games, online graded tests, crossword, puzzles, and Bingo. It can be adapted to the learning materials. Then, Inform (http://inform7.com) is the third site which is suggested by Bruder (2014). This site has many features to help teacher creating interactive fiction based on natural language, adventure games, historical simulations, and digital art. It also provides a thorough selection of resources to help teacher to get started. Then, PurposeGames (http://www.purposegames.com) is a more complex site but it is still free. Teachers can create basic games like quiz games using dots or shapes and multiple-choice. However, teachers also create a playlist, challenges, or groups. The last site is World Geography Games

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(http://worldgeography-21

games.com). This is a complex site which usually used for making a game play about countries, capitals, flags, Earth, etc.

Furthermore, there are other gamification platforms which are in a form of website. The researcher discusses about some website which are easy to use and provide interesting layout. The first website is Edmodo (edmodo.com). It is e-learning website which provides gamification features in its program. Edmodo provides online quizzes, grading, badges, and progress bar. In addition, teachers can upload the learning materials and provide some useful links. Edmodo usually used by teacher, student, and also parents. Edmodo is easy and free to use but, the layout of Edmodo is not really good.

The second website is Elucidat (elucidate.com). Elucidat is same as Edmodo which is used as e-learning website but it has more complex settings. Elucidat also provides gamification features like badges, points, online quizzes, grading, and leader board. In some aspects, Elucidat is complete and interesting website to learn. However, it is free just for 15 days which means trial.

The last website discussed is Matrix (Matrix.com). Matrix is same as Elucidat. It has more complex settings which provide the program for the user to make the website suitable to the need. This website also shares gamification features like Edmodo and Elucidat. In addition, the layout of matrix is much more interesting because the user can organize their layout. However, Matrix is free just for 15 days and after that the user should pay their services.

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3. Listening Skill

In this section, the researcher discusses about the listening skill. This section is divided into four parts. There are beliefs about listening skill, the process of listening, type of listening technique, and teaching listening. Those aspects will be explained in the following paragraphs.

a. Belief about Listening Skill

Listening is one of four important skills in language learning. According to Brownell (1996: 6), listening is learnt first before other skills such as speaking, reading, and writing. Therefore, listening skill should be mastered in order to improve other language skills. In 1983, Brown and Yule also state that “listening skill is a demanding process, not only because of the complexity of the process itself, but also due to factors that characterize the listener, the speaker, the content of the message, and any visual support that accompanies the message” (as cited in Nugraheny, 2014).

In addition to the definition of listening skill, Tyagi (2013) also states that listening skill is the key to receiving messages effectively. Tyagi also said that listening comprises of some key components, they are discriminating between sounds, recognizing words and understanding their meaning, identifying grammatical groupings of words, identifying expressions and sets of utterances that act to create meaning, connecting linguistic cues to non-linguistic and paralinguistic cues, using background knowledge to predict and to confirm meaning and recalling important words and ideas. Those components should learn

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continuously in order to improve the listening skills. By mastering those key components, the learner can be indicated that they have mastered the skill.

b. The Process of Listening

In listening skill, there are listening processes which are occur in five stages like hearing, understanding, remembering, evaluating, and responding. In 2013, Tyagi provides a cycle about the process of listening. The cycle of the process of listening is presented below.

Table 2.3 Listening Cycle (Tyagi, 2013, p.2)

These processes happen when someone listens to the speaker or the sender. People will hear the sound that the speaker gives and hearing is the response of the sensory receptor of the ear caused by the sound waves. Then, human brain will

Step 1 Receiving

(Hearing)

Step 2 Understanding

(Learning)

Step 3 Rememberi

ng (Recalling) Step 4

Evaluating (Judging))

Step 5 Responding (Answering)

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analyze the sound and transmit it into the meaningful message to understand. This process is called understanding. In listening, remembering is one of the important processes. If someone remembers what they hear and understand the message, it means that the interpreted message has added into the mind‟s storage bank or the memory. The next process is the evaluating process. Tyagi (2013) stated that only active listeners participate in this stage while listening. At this point the active listeners will sort opinions and facts, determine absence and presence of bias or prejudice in message, etc. The last process is responding which requires the receivers or the listeners verbal or non-verbal feedback from what they are listened.

c. Types of Listening Technique

According to Goh (2002) there are two kinds of listening technique that is usually used to learn listening skill. Those steps are top-down technique and bottom-up technique. The steps are elaborated in the following paragraphs.

1. Top-down technique

The first technique is top-down technique. Top-down listening refers to the use of students‟ background knowledge before they listen to the sounds. It aims to help the students to describe the topic based on their knowledge, and then they use the knowledge to help them on the listening process. This technique facilitates student to interpret, analyze, and store information for enhancing comprehension (Goh, 2002).

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2. Bottom-up technique

The second technique is bottom-up technique. Goh (2002) stated that bottom-up listening refers to a process by which sounds are used to build up increasingly larger units of information, for instance words, phrase, clauses, and sentences before the aural input is understood (as cited in Nugraheny, 2014). In this technique, the students should pay attention to the detail information in order to have the description of the whole listening passage. Therefore, at the end of the listening practice the students should conclude the main idea of what they have heard.

d. Listening in ELESP

In the ELESP, listening is one of the basic skills which are learnt from the first semester to the fourth semester. The listening courseis divided into four courses, namely Basic Listening, Intermediate Listening, Critical Listening and Speaking I, and Critical Listening and Speaking II. In the first semester, students take Basic Listening course which is used “to introduce students to recognize meaningful English sounds and elements” (Buku Panduan Akademik, 2012). This course provides students with various short discourses for elementary level to improve students‟ listening skill. The purpose of this course is students are able “to employ strategic skills to recognize meaningful English sounds and elements and to employ strategic skills to comprehend simple utterances” (Buku Panduan Akademik, 2012).

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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 studentswith “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 discourse” (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 individual/group presentation.

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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. Therefore, students‟ intrinsic motivation is really needed in learning process.

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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 else.” 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.

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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

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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.

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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 (R&D) Method proposed by Borg and Gall (1983).

Educational Research and Development (R&D) 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 R&D method because it provides instructional steps to develop an educational product. R&D provides ten instructional steps to develop educational products. There are research and information collecting or

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need analysis, planning, development of preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation (Borg & Gall, 1983, p.775).

Table 3.1 Borg & Gall Steps Scheme (Borg & Gall, 1983, p.775)

However, due to the limitation of time and capacity, the researcher was limited the development into five steps to ease the process of designing the product. Those steps were chosen because it covers the main steps of the development process. In addition, the researcher also adapted the process based on the needs of development.

Need analysis Planning Development

of Preliminary Form of Product

Preliminary Field Testing

Main Product Revision Main Field

Testing Operational

Product Revision Operational

Field Testing

Final Product Revision

Dissemination and Implementation

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Table 3.2 Research Scheme (Modified from Borg & Gall, 1983, p.775)

This table explained the procedure of development based on R&D by Borg and Gall. The researcher decided to apply those five steps and its development process. Those five steps were explained in the following paragraphs.

1. Research and Information Collecting

The first step is research and information collecting. This step aims to gather useful information in order to prepare the developed educational product. Therefore, the researcher found out students’ need toward the supplementary listening materials in this step. The researcher collected the data through the

Research and Information

Collecting

Interview, Classroom Observation, and Literature Review

Planning

Developing Preliminary Listening Material using

Gamification

Preliminary Field Testing

Main Product Revision

Design Implementation

Expert Validation and User Validation

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syllabus and the lecturers of the Intermediate Listening course. The information gathering was done by conducting interview to the lecturers of the Intermediate Listening and also classroom observation. In this step, the researcher interviewed two lecturers of the Intermediate Listening Class and observed two classes of the Intermediate Listening Class. Those data were used to help the researcher to develop an appropriate supplementary listening material. In addition, the researcher also collected the underlying theories to support the study. The underlying theories collected from the Internet, journals, and theses.

2. Planning

The second step is planning which included defining skills, stating objectives, determining course sequence, and small scale feasibility testing. Those steps were used to construct the framework of the designed materials. In this step, the researcher used the result of research and information collecting as the basis for defining skills, stating objectives, determining course sequence, and small scale feasibility testing. Thus, the designed materials are appropriate for the

students’ need.

3. Development of Preliminary Form of Product

After completing the planning step, the next step is developing a preliminary form of the educational product. The educational product intended to be field tested. In this step, the researcher tried to select appropriate learning activities for each topic based on the syllabus. Then, the selected learning

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activities were converted into gamified learning activities since this study using gamification to design supplementary listening materials. Therefore, the designed materials also employed the elements of gamification which applied in online gamification platforms.

4. Preliminary Field Testing

After the development of the preliminary form of product was accomplished, the next step to do was evaluating the designed materials. The purpose was to gain feedbacks, comments, and suggestions towards the designed materials. The evaluation given used to revise the designed materials until its met the objectives. In preliminary field testing, the researcher conducted expert validation and user validation. Expert validation was done by distributing evaluative questionnaire to the lecturers of the Intermediate Listening Class. On the other hand, the user validation was done by distributing evaluative questionnaire to ten students of the Intermediate Listening Class.

5. Main Product Revision

The last step is main product revision. In this step, the researcher revised the designed materials based on the expert validation and user validation. The revision intended to be more applicable. The result of the main product revision was presented in Appendix C and D.

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B. Research Setting

This study was conducted in the Intermediate Listening Class of the English Language Education Study Program (ELESP) of Sanata Dharma University. First of all, the researcher conducted an interview on March 23, 2016 and March 31, 2016. Then, the researcher also conducted classroom observation in two Intermediate Listening classes. The first classroom observation was done in class E on April 1, 2016. Then, the second classroom observation was done in class A on April 18, 2016. The development of the preliminary form of product started since April 2, 2016. Afterwards, the researcher conducted preliminary testing on April 25, 2016. This step was done by ten students from Class A and E of the Intermediate Listening Class. Afterwards, the researcher conducted expert validation and user validation as the part of preliminary field testing. The user validation was conducted on April 25, 2016 and the expert validation was conducted on April 26, 2016. By conducting those steps, researcher gained feedbacks, comments, and suggestions about the designed materials. Then, the researcher revised the product based on the evaluation and feedback given.

C. Research Participant

In this study, the research chose Intermediate Listening Class as the participants. The reason was the researcher conducted a research related to listening skill and the listening class which provided in the second semester was Intermediate Listening Class. The research participants in this study were divided

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into two groups that were participants for research and information collecting and participants for preliminary field testing.

1. The Participants of Research and Information Collecting

The participants of the research and information collecting were the students and the lecturers of the Intermediate Listening Class. The students of the Intermediate Listening Class chose because they would be the users of the designed materials while the lecturers chose because they were the expert of the course. The lecturers were asked about their opinion of the Intermediate Listening materials, their expectations on listening activities, listening materials, and the

students’ characteristics in order to develop the appropriate supplementary

listening materials.

Moreover, the researcher also conducted classroom observation in class A and E of the Intermediate Listening Class. Classroom observation aimed to find

more information about students’ characteristics and their learning activities.

Therefore, the students of class A and E also became the participants in research and information collecting step.

2. The Participants of Preliminary Field Testing

The participants of preliminary field testing were ten students from class A and E and two lecturers of the Intermediate Listening Class. Ten students of class A and E of the Intermediate Listening Class were chosen to do user validation. They were chosen as the representation of two classes where the researcher

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conducted the classroom observation. Moreover, they were chosen randomly because they all learned listening in the Intermediate Listening Class. Furthermore, the two lecturers of the Intermediate Listening Class were asked to give feedbacks, comments, or suggestions. They were chosen because they had experience and expertise in English language teaching. The feedback, comments, and suggestions toward the designed materials were used to revise and improve the designed materials.

D. Research Instruments

In order to collect the data for this study, the researcher used some instruments for the research and information collecting and the preliminary field testing.

1. Instruments of Research and Information Collecting

In research and information collecting, the researcher conducted interview and classroom observation. The researcher interviewed two lecturers of the Intermediate Listening Class. Meanwhile, the classroom observation was conducted in two classes of the Intermediate Listening Class. The interview and

classroom observation aimed to collect information about students’ need toward

the listening supplementary materials and the learning activities of Intermediate Listening. Therefore, the interview and the classroom observation covered areas for instance the students’ needs, academic factors, capabilities, materials, and learning condition.

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Furthermore, the results of the interview and classroom observation were used as the basis information to develop the materials. In addition, the result became the criteria for selecting the materials. The data gathered was useful for the researcher to design appropriate supplementary listening materials.

2. Instrument of Preliminary Field Testing

For preliminary field testing, the researcher utilized questionnaires to collect comments and feedbacks about the designed materials. The questionnaire was distributed to two lecturers and ten students of the Intermediate Listening Class. Those questionnaires were used for expert validation and user validation. The questionnaire used for user validation and expert validation divided into two parts.

First part, the questionnaire used Likert Scale for each statement. There were four degrees of agreement for instance strongly agree, agree, disagree, and strongly disagree. The more respondents agree with statement, it can be inferred that the materials were well designed. The second part contained essay question which required respondents to write their comments and suggestions in order to revise and improve the designed materials. Based on the explanation above, the researcher presented the data as follows.

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E. Data Analysis Technique

In this study, the researcher analyzed the data from research and information collecting step and preliminary field testing step. The researcher used different analysis technique which explained in the following paragraphs.

1. Research and Information Collecting

In this step, the researcher conducted interview and classroom observation to obtain data which related to this study. The interview was recorded and the researcher analyzed the transcription of the recorded interview. Then, the result of analyzing the transcription of the interview presented in narrative description. The researcher also conducted classroom observation in order to gain more

information about students’ characteristic. In this case, the researcher made field

note which contained several questions. It is used as the guidance for the classroom observation. Then, the researcher presented the data obtained in narrative description. It aimed to understand the learning activity and students’ characteristic clearly.

2. Preliminary Field Testing

In this step, the researcher distributed questionnaire for two lecturers of the Intermediate Listening class to do expert validation and ten students of the Intermediate Listening class to do user validation. The questionnaire contained close-ended and open-ended questions. The close-ended questions were in the

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form of Likert scale. The table below shows the degree of agreements of the questionnaire:

Table 3.3 Degree of Agreement

Degree of Agreement Meaning

1 Strongly Disagree

2 Disagree

3 Agree

4 Strongly Agree

The designed materials would be considered as an applicable design if the mean for each statement in the range of 50%-100%. In this study, the researcher also used table and percentage to show the result of the questionnaires. The researcher counted the result of the questionnaires using the formula below.

P = × 100%

P = percentage

ƒo = the total number of answer n = the total number of participants

Afterwards, the researcher will present the result of the calculation in the table. It aimed to help the researcher to analyze the data. The table was presented below:

Table 3.4 The Result of Questionnaire

No Participant’s Opinion

Frequency of the Degree of Agreements

(100%) N

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Then, the researcher should analyze the second part of the questionnaire to gain the feedback and suggestions. In this case, the analyzing process was done by

summarizing and presenting respondents’ opinions, comments, and suggestions

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43 CHAPTER IV

RESEARCH RESULT AND DISSCUSSION

In this chapter, the researcher presents the realization of what had been planned in Chapter III. It contains the research findings and discussion of each step in designing supplementary material using gamification in the Intermediate Listening Class. This chapter answers the research question based on the findings and discussion. In this research, the researcher uses R & D cycle as the method of this research. Therefore, this chapter presents the result of each steps of R&D cycle.

A. Research and Information Collecting

The first step done in this study was identifying the material, activity, and the characteristic of the Intermediate Listening Class students. It aimed to find out the material and activities applied in the Intermediate Listening Class and also the students’ needs, interests, and characteristics. In this section, the researcher presents the result of the interview from the lecturers of the Intermediate Listening Class and the class observations.

1. The Syllabus of the Intermediate Listening Class

First of all, the researcher analyzed the syllabus of the Intermediate Listening Class which was made by its lecturers of the Intermediate Listening Class at the beginning of the semester. It is used as a guideline for the

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Intermediate Listening lecturers in conducting the class. The syllabus consists of several parts for instance course description, topic for each meeting, learning strategies, classroom rules of conduct, evaluation, and also sources. Based on the syllabus, the researcher found out that the Intermediate Listening Class is “designed to introduce the students to listening strategic skills.”

In addition, the syllabus also contains the topic of the course. However, the topic for each meeting is not stated specifically. In making the syllabus, the lecturers planned the skills that must be achieved by the students in each meeting. However, in the first ten meetings of this class, the scheduled skills were the same but it had differences in some aspects. Those differences were the level of difficulty of the passage, the length of the audio, the accent of the speaker, and the speed of the speaker. Those aspects became the main differences in the ten meetings which have the same skills to achieve.

Furthermore, the lecturers also wrote down the learning strategies in the syllabus. There were lectures, questions and answer, listening to recorded material, discussion, and group works. Those strategies were used in the Intermediate Listening Class in order to help students in practicing their listening ability. In addition, the lecturers also provided classroom rules, evaluation, and source in the syllabus. Those were the information that was provided in the syllabus which aimed to build a good teaching and learning process.

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Figure 4.12 Screenshot Folders in Edmodo

Next step was how to upload the materials in the folder in Edmodo. For uploading the materials, the user clicks the folder name and then clicks “Add”. When the dialog box appears, click “File” icon on the left side of the dialog box. After that, choose file and click “Add File” on the bottom of the dialog box.

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The next step was how to create badges in Edmodo. First of all, click the “Progress” icon on the left side of “Library” icon. Then, choose “My Student Badges.” When the dialog box appeared, the user creates new badges or uses existing badges from Edmodo.

Figure 4.14 Screenshot Badges in Edmodo

If the user uses badges from Edmodo, click the “Badges” provided there. However, if the user wants to create new badge, the user should click “+” icon below My Students Badges. By clicking the “+” icon, another dialog box will appeared. After that, complete the badge title and the description. Finally, upload the picture for the badge and click “Create Badges” on the bottom of the dialog box.

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Figure 4.15 Screenshot Create Badges in Edmodo

Furthermore, the user creates quiz in Edmodo. This was the step on how to create quizzes. First, the user opens the group homepage. Then, click “Quiz” icon on the wall of the group. After that, click “Create a Quiz”.

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After that, the user should give the name of the quiz, choose the type of the quiz, add questions, and add the answer for each question. Then the quiz will appeared like the following figure below.

Figure 4.17 Screenshot Add Questions for Quiz

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In Edmodo, user creates assignments which appropriate with the topic. In order to create an assignment, the user opens the group homepage. Then, click “Assignment” icon on the wall of the group. Then, load or attach the assignments. In Edmodo, the assignments can be locked until its due date. The result also added in the grade book.

Figure 4.19 Screenshot Creating Assignments in Edmodo

After completing the assignments, the user send or post the assignments to

the group wall by clicking “Send” button. The assignments can be sent later. The

user should click “Send Later” button and then determine the time for sending the assignments. This is the layout of the assignment in Edmodo.

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Figure 4.20 Screenshot Assignments in Edmodo

In addition, Edmodo also provides progress bar to monitor students’ learning progress. The progress bar in Edmodo contains the score of the quiz and the submitted assignment. First of all, click the “Progress” icon on the top left of the website. Then, click the group which will be show the progress bar. This is the layout of the progress bar.

Designing a set of supplementary listening materials using gamification in the intermediate listening class.

DESIGNING A SET OF SUPPLEMENTARY

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THE INTERMEDIATE LISTENING CLASS

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THE INTERMEDIATE LISTENING CLASS

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