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21 

 

 
ELT FORUM 10 (1) (2021) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 
 

Students' perception toward gamification applied in English language classroom 

 

Pandu Perdana Putra1, Arif Suryo Priyatmojo2 
 
1,2English Department, Universitas Negeri Semarang, Indonesia 

 

Article Info 
________________  
Article History: 

Received in 31 August 

2020  
Approved in 16 March 

2021 

Published in 26 March 

2021 

________________  
Keywords: Students' 

Perception; Gamification; 

Teaching Technique; 

Qualitative Study  
____________________ 

 

 

 

Abstract  
___________________________________________________________________ 
This study aims to find out the students' perception toward gamification applied on 

English language Classroom. Gamification emerged as an innovation in classroom 
teaching. The basic concept is to incorporate game elements into teaching, taking 

advantage of students' interest in games that can be used for the purposes of the 

teaching process. This study is conducted since there is still limited research that is 
conducted in Indonesia which analyses the students' perception toward the 

gamification utilization. This research used qualitative methods as a way to present 
research results from data collected. Data from this study were collected using two 

methods, namely online questionnaires, and interviews. This research shared 
questionnaires to 30 students. The questionnaire was a Likert-style close-ended 

question. From the research conducted, it was found that the majority of students' 

perceptions of gamification used in English classes was positive. The students believed 
that gamification was effective and fun to bring to classroom learning. This teaching 

method allows students to engage more in-class activities, reduces boredom because 
it creates a learning atmosphere, and increases learning motivation without disturbing 

the understanding of the material obtained by students.     
  

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Sekaran, Gunungpati, Semarang, 50229  

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Pandu Perdana Putra, Arif Suryo Priyatmojo/ ELT Forum 10 (1) (2021) 

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INTRODUCTION 

Gamification appears as an innovation in Language Teaching. The basic concept is to insert game 

elements into teaching, different from game-based learning, where students learn directly from the 

game. This technique is believed to increase students' motivation and engagement in the lesson. 

Platforms like Kahoot, Duolingo, and Quizizz are examples commonly used for gamification. 

Students were introduced to game elements such as points, badges, leaderboards, and incentives 

(Werbach & Hunter, 2012). 

 The reward is often not directly related to the goal achieved. However, it serves as notice to 

the player and others that a level of competence has been achieved. Progress tracking is often enabled 

and guided by reward systems; a sequence of intermediate goals maps out progress towards an overall 

objective. What distinguishes gamification most distinctly from traditional approaches is the explicit 

use of competition as a motivational tool. This competitive element is a source of motivation 

(Nicholson, 2012). In some applications of this technique, students can see the progress of themselves 

and their friends directly. Transparency in progress should be able to arouse students' motivation to 

be the best among their rivals. 

The application of gamification in classroom learning is becoming increasingly important as 

learners no longer seem to be as engaged with traditional teaching approaches as they once were. 

Several studies have found game-based learning to be more interesting for learners (Malamed, 2012). 

The gamification of learning has also helped students develop problem-solving and higher-order 

thinking skills (Malamed, 2012). Therefore, gamification needs to be considered to be applied in the 

classroom in the teaching process because the benefits obtained from gamification are quite beneficial. 

Students' willingness to learn English in Indonesia is still far from what is expected due to the 

lack of motivation. However, they are instructed to read at school; this habit does not permeate into 

students' routines at their homes (Iftanti, 2012). Therefore, the teacher's role is to raise students' interest 

in learning a subject, which is vital. Technology supports the teaching process with ICT utilization. 

(Priyatmojo & Areni, 2017) say that, in the current digital age, technology is essential for learning 

English because, with technology, there are many benefits that students may receive, including 1) 

promoting the learning process; 2) making it more straightforward for students to access information; 

3) the pressure of learning materials (paperless); 4) the technology literacy; 5) forming independent 

learners (independent learning); 6), etc. 

This topic was chosen because of emerging trends in the development of education worldwide. 

Therefore, research is needed to support the occurring rapid technological advancement. The research 

question in this research is to find out students' perceptions about the gamification used in English 

class, which later can be used as a reference in making decisions in the process of preparing class 

materials and activities. 

This research refers to the five article titles that are used as the basis for the study. The first 

study was conducted by Cheong et al. in 2014 entitled 'Towards the Gamification of Learning: 

Investigating Student Perceptions of Game Elements.' What can be seen from Cheong’s et al. study 

results are that research subjects agreed that gamification would add to their interest in the learning 

process. I want to prove whether it happens in international schools that have often used IT-integrated 

teaching methods. A study by Banfield & Wilkerson in 2014 entitled "Increasing Student Intrinsic 

Motivation And Self-Efficacy Through Gamification Pedagogy" aimed at assessing gamification as a 

method of experimental learning theory. Ibanez et al. (2014) had a study entitled "Gamification for 

engaging computer science students in learning activities: A case study." It was appealed that there is 

a positive effect on students' engagement toward gamification learning activities and a moderate 

improvement in learning outcomes. In 2018, Bicen & Kocakoyun conducted a study entitled "Student 

Perceptions for the Gamification Approach: Kahoot as a Case Study. This method was also found to 

have a positive impact on student motivation. The last reference was taken from research in 2017; 

Buckley & Doyle conducted a study entitled "Game On! Student Perceptions about Gamified 

Learning". This study explores students' perceptions of gamified learning interventions used in large 

undergraduate modules and small postgraduate modules. The perception of undergraduate students 

tends to be positive when viewed from FGD data. While postgraduate students are the opposite, they 

are more questioning and less crediting gamification. 

The definition of Game by Salen (2004, p. 81) defines "a system in which players engage in an 

artificial conflict defined by rules that result in a quantifiable outcome." Aside from that, according to 

Kim in 2012, games provoke robust emotional responses, such as curiosity, frustration, and joy. From 



Pandu Perdana Putra, Arif Suryo Priyatmojo/ ELT Forum 10 (1) (2021) 

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the definition mentioned, it can be said that the elements in the game can stimulate the player and 

indirectly provide simulation and input to the brain. 

According to Kapp, the definition of gamification is integration by "using game-based 

mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and 

solve problems" (Kapp, 2012, p. 10). It applies characteristics associated with video games, such as 

game mechanics and game dynamics, to non-game applications (Simões et al., 2013). It was explained 

that gamification is a combination of material delivered by a teacher or lecturer combined with game 

mechanics. The other distinguishing characteristic is the explicit use of competition as a motivational 

tool (Nicholson, 2012). Competition may be generated at an individual level through progress 

tracking, whereby movement towards an overall objective is mapped by a sequence of intermediate 

goals to be achieved. It may also be social, with individuals competing against each other to achieve 

the highest score. According to Deterding et al. (2011), the competition is often operationalized in a 

leader board, which ranks first to last in performance. This is one of the instant feedback examples 

that students can receive; in gamification, students can see how their grades or progress in the quiz is 

running. Although only using elements taken from the game, Deterding (2012) says that gamification 

is well-known for motivating and engaging players for lengthy periods. In the era called Education 4.0 

or 21st Century Education, gamification has the potential to be the answer to the challenges of 

education in this era. 

In order to achieve this, we also need to consider students' perceptions. Every person has his 

perception of something. McDonald (2011) said that differences in perception lead to 

miscommunication and suboptimal results. Montague (1997) said that students' perception is what 

the students feel about a particular thing. Therefore, to understand student perceptions, I focused on 

student perceptions of students' feelings about their learning experiences. Chen & Hoshower (2003) 

stated that students' perception is essential for considering the success of the strategy of learning. Based 

on these considerations, the researcher agreed that students' perception is the main aspect of the 

learning process, not only for evaluation but also for increasing understanding. 

In applying a method, feedback from participants is needed to evaluate how the method is 

implemented. In this case, the students' perceptions of gamification applied in the English class. Chen 

& Hoshower (2003) also stated that students' perception is vital for considering the success rate of a 

strategy. The students' perception helps the teacher see something or decide something from the point 

of view of students. Furthermore, the perception is taken what matters can be improved or what is too 

high; in other words, adjusted so that the gamification method's application can be optimal. 

 

METHODS 

This study used the descriptive qualitative method. Cresswell (2014, p. 4) stated, "Qualitative Research 

is an approach for exploring and understanding the meaning individuals or groups ascribe to a social 

or human problem." The role of the researcher in this research is a data collector and a data analyst. 

As a data collector, the researcher collected the students' perceptions through two methods, which are 

questionnaires and recorded interviews. As a data analyst, the researcher analyzed the data gathered 

on behalf of the research to conclude gamification perceptions. 

In selecting research subjects, all students from the school were chosen as the population of the 

research. Furthermore, 30 students from one class were taken as the research sample. Clustered 

Sampling was used to determine the sample in this research. The subject was chosen because the 

teacher used gamification with Kahoot and Quizziz platforms in learning English. 

The research was done in the academic year 2019/2020. During this time, the researchers 

conducted data collection by distributing questionnaires and conducting interviews. Two instruments 

were used to collect data in this research, namely, questionnaires and interviews. 

The questionnaire was created to collect students' answers regarding their perceptions of 

gamification. The form of the question and answer form is on the online platform to facilitate the 

collection process. The questions were using statement sentences are then sorted according to the 

perception domain for easy reading and analysis. Choices used are 'Strongly disagreed,' 'disagreed,' 

'agreed,' and 'strongly agreed.' This design uses a Likert-scale questionnaire to reduce the bias of 

answers from subjects. 

The next instrument is the interview. An interview was held to obtain more in-depth 

information that was paired with the results of the questionnaire. The form of the questions asked is 

an open-ended question that is still guided around students' perceptions about gamification. The 

process of taking was using recorded teleconference media one by one with the students. After the 



Pandu Perdana Putra, Arif Suryo Priyatmojo/ ELT Forum 10 (1) (2021) 

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records are obtained, the next process is to transcribe and label the relevant information with the other 

instrument, the questionnaire. After that, the data is presented with a table. Each statement is averaged 

with a percentage formula to see the trend in student answers. This is followed by additional 

information obtained from one-on-one interviews with students.  

 

FINDINGS AND DISCUSSION 

The questionnaire responses were analyzed by interpreting the students' answers, with information 

from the results of student interviews relevant to the statements on the Likert-scale questionnaire. 

 

Table 1. Students' Perceived Feeling 

No Statements 

Answers Percentages 

Strongly 

Agreed 
Agreed Disagreed 

Strongly 

Disagreed 

1 Gamification makes me happy 60% 37% 3% 0% 

2 Gamification is childish 0% 0% 33% 67% 

3 Gamification is not necessary 53% 40% 3% 3% 

4 Gamification is a waste of time 0% 0% 23% 77% 

5 I am bored with gamification 7% 3% 20% 70% 

6 
I prefer longer portion of gamification in my 
class 

37% 37% 17% 10% 

7 
I think gamification needs to exist in every 
meeting 

47% 40% 7% 7% 

 

In the first statement, we found that 18 students Strongly Agreed, 11 students chose to Agree, 

one student chose to Disagree, and no students Strongly Disagreed. It indicated that there was a 

positive perception about gamification. 

We also provided several answers from the interview describing the subjects' perceptions about 

the use of gamification. This statement is supported by several answers on the subject related to the 

first statement. 

Interviewee 1 : "I think using it makes me happy; it is fun because there are games." 

Interviewee 11 : "I prefer to be taught using gamification, sir. It is not boring." 

Interviewee 12 : "Very happy, sir, when I was taught using this method because we rarely 

play the game in the class." 

Interviewee 29 : "Yes, sir. I am very happy because while playing the game too." 

 

The next results of the statement "Gamification is childish" got no students answered Strongly 

Agreed, no one agreed with it. Followed by ten students have disagreed, and 20 students strongly 

disagreed with the statement. This signifies that the students thought that gamification is applicable to 

their age. 

After that, the next statement contains "Gamification is not necessary." Explained that students 

tend to disagree with the statement. With 16 students answering firmly disagreed, 12 of the students 

disagreed, one student agreed, and one more student strongly agreed with the statement. 

Students strongly disagreed that "Gamification is a waste of time," which shows the acceptance 

of positive gamification in English classes. Furthermore, data that can be seen are 23 students strongly 

disagreed with the statement, seven students of the total answers disagreed, no students who agreed, 

and 0 students who strongly agreed with the statement that gamification is a waste of time. 

The next statement is, "I am tired of gamification." The students' answers are the opposite of 

the statement, meaning that students are not bored with gamification in their class English. The 

information obtained was that 21 students strongly disagreed, six students disagreed, one student 

agreed. The last two students strongly agreed with the statement. 

The sixth statement, which is "I prefer longer portion of gamification in my class," was 

responded to be quite varied but is still dominant to students' approval to prolong gamification's use 

in English class. Based on the table, 11 students strongly agreed, followed by 11 students who agreed 

with the statement, five students chose to disagree, and three students strongly disagreed with 

Statement 6. 



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In addition to the questionnaire data taken, some students also mentioned several things about 

Statement 6, as follows: 

Interviewee 9: "Yeah, sir, if possible, we want teachers to extend the time to play games in the 

class." 

Interviewee 14: "In my opinion, if it is too long, it is no fun any longer, sir." 

Interviewee 25: "I have a difficulty because there was no enough time to do it in a hurry; if the 

time is longer, it seems good." 

 

The following statement, which is the need for "Gamification to exist in every meeting," 

explained that fourteen students chose strongly agreed, 12 students chose to agree, two students chose 

to disagree. The last two students also chose to disagree strongly. Although the answers are quite 

distributed, the tendency of student acceptance of gamification is positive. They want gamification to 

be present in every teaching process in the English class. 

In the interview session, the subject also conveyed things about Statement 7. 

 

Interviewee 8: "I think it should be in every meeting, except for the test, but. Because there 

are many benefits, sir." 

 

Table 2. Students' Perceived Classroom Atmosphere 

No Statements 

Answers Percentages 

Strongly 

Agreed 
Agreed Disagreed 

Strongly 

Disagreed 

8 
Gamification makes the classroom 

atmosphere more lively 
70% 30% 0% 0% 

9 
Gamification makes the classroom 
atmosphere chaotic 

3% 3% 20% 73% 

10 Gamification makes joy in the classroom 83% 17% 0% 0% 

 

Furthermore, what can be translated from Statement 8, "Gamification makes the classroom 

atmosphere more lively," is getting very positive reactions from students. Data shows 21 students who 

strongly agreed, nine students, or who agreed; no students disagreed and strongly disagreed. This 

means that gamification does make the classroom atmosphere more lively in learning. 

This result was reinforced by several students interviewed and mentioned the classroom 

atmosphere's positivity when using gamification. 

 

Interviewee 3: "Yes, sir, usually silent, but if the teacher uses the game even though sometimes 

it is noisy, but it is still good." 

Interviewee 6: "I agreed with that statement, sir, because if you use gamification, the class 

atmosphere will be cheerful. I don't feel sleepy." 

 

The next statement is "Gamification makes the classroom atmosphere chaotic." Getting the 

questionnaire responses showed that 22 students strongly disagreed, six students disagreed, one 

student agreed, and one student strongly agreed with the statement that gamification creates a chaotic 

classroom atmosphere. 

This statement was also reinforced by several students who mentioned the disruption caused 

when gamification was being used in the English class. 

 

Interviewee 13: "Even though it's crowded, but if it's too much, it becomes disturbing, sir." 

Interviewee 16: "If it became noisy, I would be disturbed, sir, I cannot concentrate." 

 

They also believe that the use of gamification can make joy in the classroom, as it is Statement 

10. Took 25 students strongly agreed, five students agreed, 0 disagreed, 0 strongly disagreed. Besides 

being able to be seen from the results, several students also gave their opinions through interviews, 

including: 

 



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Interviewee 5 : "I agreed with that because my classmates and I feel joy when taught by 

using it." 

Interviewee 19 : "Compared to the usual ones, this is more fun, sir." 

 

 

Table 3. Students' Perceived Classroom Engagement 

No Statements 

Answers Percentages 

Strongly 

Agreed 
Agreed Disagreed 

Strongly 

Disagreed 

11 
Gamification makes me interested in joining 
classroom activity 

57% 37% 7% 0% 

12 
I don't care about the game being played by 
the class 

3% 3% 17% 77% 

 

The next statement, Number 10, which reads "gamification makes me interested in joining 

classroom activity," shows very positive results with 17 students strongly agreed with the statement, 

followed by 11 students agreed, two students disagreed, and 0 students strongly disagreed with the 

statement. This indicates that gamification can increase students' motivation to participate in-class 

activities. 

This statement was also reinforced by several students who mentioned the interest in joining 

classroom activities when gamification was being used in the English class. 

 

Interviewee 23: "Yes, Sir, playing games is fun, so I want to join class activities. Not lazy 

anymore." 

 

Statement 11, which reads "I do not care about the game being played by the class," shows the 

statement's significant negation. The data obtained were 23 students strongly disagreed with the 

statement, followed by five students who disagreed, one student agreed, and one other student strongly 

agreed with the statement. This illustrates that gamification can make students care about the game 

being played by the class. 

 

Table 4. Students' Perceived Motivation 

No Statements 

Answers Percentages 

Strongly 
Agreed 

Agreed Disagreed 
Strongly 
Disagreed 

13 
Gamification motivates me to compete to be the 
best 

70% 23% 7% 0% 

14 
Gamification makes me interested in the material 

being taught 
60% 37% 3% 0% 

15 When I lose or get a low score, I lose motivation 3% 23% 27% 47% 

16 
Gamification makes me want to learn more about 
material outside the classroom 

23% 67% 10% 0% 

 

The next statement is "gamification motivates me to compete to be the best," illustrates that 21 

students strongly agreed, seven students agreed, two students disagreed, and 0 students strongly 

disagreed, which means that the application of gamification in English classes can motivate students 

to Compete to be the best. 

This statement was also reinforced by several students who mentioned the motivation caused 

when gamification was being used in the English class, they are: 

 

Interviewee 1: "I encouraged to be the best sir, to be the best in the score." 

Interviewee 7: "I feel like to have the biggest score, sir, even though there is no gift or so." 

Interviewee 10: "The game makes me want to compete; it is like adrenaline when playing like 

this." 

 

Statement fourteen, which reads "gamification makes me interested in the material being 

taught," showing 18 students strongly agreed, 11 students agreed, one student disagreed, and 0 



Pandu Perdana Putra, Arif Suryo Priyatmojo/ ELT Forum 10 (1) (2021) 

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students strongly disagreed with the statement. This means that students' acceptance in terms of 

motivation to positive gamification makes them interested in the material being taught using 

gamification in the English language classroom. 

In statement fifteen, which said, "When I lose or get a low score, I lose motivation," it is 

obtained that one student strongly agreed, seven students agreed, eight students disagreed, and 14 

students strongly disagreed. The spread of these answers tends to negation, which means that when 

students lose the gamification process or get a low score, most of them stay motivated and do not lose 

the spirit. 

The next statement, "gamification makes me want to learn more about the material outside the 

classroom," getting results seven students strongly agreed, 20 students agreed, three students 

disagreed, and 0 students strongly disagreed. This means that gamification indirectly makes students 

like English lessons, so they intend to study more outside the classroom. 

 

Table 5. Students' Perceived Comprehension 

No Statements 

Answers Percentages 

Strongly 
Agreed 

Agreed Disagreed 
Strongly 
Disagreed 

17 
Gamification makes me distracted from the 

core of the lesson 
10% 3% 20% 67% 

18 
In the use of gamification, I can still understand 

the core material being taught 
43% 50% 3% 3% 

19 
Gamification has more impact than 

conventional teaching 
43% 40% 7% 10% 

20 Gamification blurs the learning objective 0% 3% 23% 73% 

 

The next statement is Number 17, which reads, "Gamification makes me distracted from the 

core of the lesson" data obtained three students who strongly agreed, one student agreed, six students 

who disagreed, and 20 students strongly disagreed that gamification makes students in X IPS 1 

distracted from the core of the lesson. This data indicates that most students can still understand core 

lessons when the method being used is gamification. 

The other statement is, "in the use of gamification, I can still understand the core material being 

taught." Data obtained 13 students strongly agreed, 15 students agreed, one student disagreed, and 

one student strongly disagreed, showing students can still accept lessons and still understand the core 

material when gamification is used. 

The next is Statement 19, which reads, "gamification has more impact than conventional 

teaching." The data obtained are 13 students strongly agreed, 12 students agreed with the statement, 

two students disagreed, and three students strongly disagreed. The majority of students have a positive 

perception of gamification. 

This result was reinforced by several students interviewed and mentioned the classroom 

atmosphere's positivity when using gamification. 

 

Interviewee 2: "I agreed with that statement, sir. It is clearly having more impact, sir, because 

it makes it easier to understand and, most importantly, because it is cool." 

Interviewee 4: "Because in my opinion, it is very far from boring. The usual thing is that you 

only listen. This way of teaching makes me think and play." 

Interviewee 19: "This is better, sir, because we used technology. I'm interested. I realize I am 

interested more in being able to speak English better." 

Interviewee 24: "I chose disagreed because the process was still not perfect, sir, yesterday there 

were still some problems, the question did not appear several times on my cell phone." 

 

The last statement discussed in this section is "gamification blurs the learning objective" gets 

the results of 0 students who strongly agreed, one student who agreed, seven students disagreed, and 

22 students strongly disagreed that gamification of blurs the learning objective. The students felt that 

learning objectives could still be achieved from this positive reception even though gamification using 

games risked making learning objectives uninteractive. 

 

  



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CONCLUSION 

It can be concluded that gamification is acceptable to be applied in English classrooms and 

fulfill the objective of gamification, which is to increase the student interest in learning the English 

language. The data presented that gamification can enliven the classroom atmosphere because it is no 

longer teacher-centered. However, in the application of gamification, all students also participate in-

class activities. The second statement explains that gamification can also make the chaotic atmosphere 

class. Although only a few students agreed with the statement, it should be noted in its application 

that gamification can also cause noise.  

The next assertion indicates that students find that gamification should not confuse the learning 

goal. In contrast, gamification is closely related to the game and high student excitement. Despite that, 

most students still agreed that gamification has a more significant effect than the traditional teaching 

and learning process.  

This is backed by the innovation of the process, including the use of technology in teaching. 

Students' interest in the material being delivered also increases because what is in the game is the 

teacher's material, so they try to understand the material to compete. Students' interest in learning 

material, in this case, English outside the classroom, also increases. This can be integrated because 

gamification is not only in the classroom, but the teacher can make games that students can do at 

home. In the game, some students lose motivation when getting low scores in the game. However, the 

majority of students do not lose enthusiasm when getting low scores. 

We suggest that gamification can be used in learning English in the classroom. Referring to the 

results obtained, students feel that gamification can make the teaching and learning process of English 

in the classroom more lively. Therefore, teachers need to be more aware of gamification by upgrading 

their ICT skills so that they can more freely adopt beneficial methods, especially gamification. 

 

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