Students and teachers’ perceptions of gamification in English language learning and teaching Persepsi siswa-siswa dan guru-guru terhadap gamifikasi dalam pembelajaran dan pengajaran bahasa Inggris
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Abstract
This paper explores students’ and teachers’ perceptions of gamification in English language learning and teaching at SMA Negeri 1 Sunggal, Indonesia. Using a descriptive qualitative method, data were collected from 72 students and 2 English teachers through questionnaires, interviews, and classroom observations. Findings showed that both students and teachers perceived gamification positively, recognizing its capacity to increase motivation, engagement, and learning effectiveness, particularly in grammar and vocabulary. Gamified tools such as Quizizz made lessons more interactive, enjoyable, and student-centered. However, challenges such as limited internet connectivity, time constraints, and teachers’ digital competence hindered effective implementation. The study concludes that gamification is most effective when supported by sufficient infrastructure, professional training, and balanced instructional design.
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Pangaribuan, D., Kenny, K., Tanadi, V., Sidabutar, G., Sibuea, R. R., & Rambe, K. R. (2026). Students and teachers’ perceptions of gamification in English language learning and teaching. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 9(2), 303-314. https://doi.org/10.30872/diglosia.v9i2.1799
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References
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Trinh, T. H., Nguyen, M. N., & Tran, T. T. H. (2022). Teachers and students’ perceptions of using digital games in improving vocabulary at non-English-majored class. AsiaCALL Online Journal, 13(5), 112–131. https://doi.org/10.54855/acoj.221358
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228. https://doi.org/10.1007/s40692-020-00153-w
Arufe Giráldez, V., Sanmiguel-Rodríguez, A., Ramos Álvarez, O., & Navarro-Patón, R. (2022). Can gamification influence the academic performance of students? Sustainability, 14(9), Article 5115. https://doi.org/10.3390/su14095115
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chan, S., & Lo, N. (2022). Teachers’ and students’ perception of gamification in online tertiary education classrooms during the pandemic. SN Computer Science, 3(3), Article 215. https://doi.org/10.1007/s42979-022-01117-w
Cheng, J., Lu, C., & Xiao, Q. (2025). Effects of gamification on EFL learning: A quasi-experimental study of reading proficiency and language enjoyment among Chinese undergraduates. Frontiers in Psychology, 16, Article 1448916. https://doi.org/10.3389/fpsyg.2025.1448916
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. https://doi.org/10.1145/2181037.2181040
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Fatimah, K., Viono, T., & Ambarwati, A. (2023). Pengembangan e-modul interaktif berbasis gamifikasi pada pembelajaran teks fabel. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 6(4), 945–958. https://doi.org/10.30872/diglosia.v6i4.728
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. 2014 47th Hawaii International Conference on System Sciences, 3025–3034. https://doi.org/10.1109/HICSS.2014.377
Kawattipa, J., & Tangkiengsirisin, S. (2024). The effectiveness and students’ perspectives on the roles of gamification in EFL grammar instruction: A case of Thai secondary school. Rangsit Journal of Educational Studies, 11(2), 1–23. https://rsujournals.rsu.ac.th/index.php/RJES/article/view/3655
Kristiani, T., Sudiyanto, & Usodo, B. (2022). Exploration of the use of Quizizz gamification application: Teacher perspective. International Journal of Elementary Education, 6(2), 205–212. https://doi.org/10.23887/ijee.v6i2.43481
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Luo, Z. (2024). Factors contributing to teachers’ acceptance intention to gamified EFL tools: A scale development study. Educational Technology Research and Development, 72(2), 447–477. https://doi.org/10.1007/s11423-023-10249-6
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Pahlevi, N. R., Degeng, M. D. K., & Ulfa, S. (2024). Storybook berbasis augmented reality (AR) meningkatkan hasil belajar bahasa Inggris siswa. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 7(1), 1–8. https://doi.org/10.30872/diglosia.v7i1.880
Panmei, B., & Waluyo, B. (2022). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), Article 24. https://doi.org/10.3390/educsci13010024
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
Putra, P. P., & Priyatmojo, A. S. (2021). Students’ perception toward gamification applied in English language classroom. ELT Forum: Journal of English Language Teaching, 10(1), 21–29. https://doi.org/10.15294/elt.v10i1.40558
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Sari, N. L. L., & Avifah, I. (2023). Students’ perceptions on the use of gamification approach in grammar class. Indonesian Journal of Education (INJOE), 3(2), 227–234.
Suherman, L. O. A., Hamka, N., & Akfan, S. S. (2024). Perceiving Duolingo beyond the classroom: Insights from non-English major students in higher education. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 7(4), 715–724. https://doi.org/10.30872/diglosia.v7i4.1069
Titania, F. N. (2024). Gamifying EFL classrooms: Unveiling teacher perspectives and practices in a digital age. Proceedings of the International CALL Research Conference, 289–294. https://doi.org/10.29140/9780648184485-43
Trinh, T. H., Nguyen, M. N., & Tran, T. T. H. (2022). Teachers and students’ perceptions of using digital games in improving vocabulary at non-English-majored class. AsiaCALL Online Journal, 13(5), 112–131. https://doi.org/10.54855/acoj.221358
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228. https://doi.org/10.1007/s40692-020-00153-w