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JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 04, January 2021, pp. 256 - 266 

Available online at: 

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

Effect of Online Gamification Learning on Students’ Writing Descriptive Text 

Rodiatul Hasanah1, Imam Nur Aziz2 

1Institut Keislaman Abdullah Faqih Gresik, 
 2English Lecturer, English Department, Institut Keislaman Abdullah Faqih Gresik 

rodiatulhasanah03@gmail.com1, Imamnuraziz@gmail.com2  
 

ABSTRACT 
Online gamification learning is an imaginative methodology that expects to build manufacture commitment 

clients and motivation. The inspiration driving this assessment was to investigate the impacts of the 

utilization of online gamification learning on students’ motivation and students' writing descriptive text. The 

study was conducted at MTs. Mambaus Sholihin Gresik in class VIII I. To know whether online gamification 

learning is effective, the researcher utilized a pre-experimental method in which the information calculated by 

a statistical formula of t-test. The consequence of the exploration is the mean of the pre-test was 66.3810, and 

the mean of the post-test was 80.2143. The questionnaire appeared that students who agree with the method of 

online gamification learning have motivated and helped them in writing descriptive text. It can be concluded 

that the students' motivation and students’ accomplishment in writing descriptive text is improved when they 

are educated by online gamification learning. 

Keywords: Descriptive Text, Motivation, Online Gamification Learning, Writing 

 

I. INTRODUCTION 

In the current scene of learning and 

execution, the utilization of instructive 

games and gamification instructional 

procedures have gotten important 

consideration as a methods for drawing in 

understudies across age, gatherings, 

societies, and settings (Kim, Song, Lockee, & 

Burton, 2018). Gamification has been made 

mainstream by Jane McGonigal through her 

game structures, open talks, and her book 

Reality is Broken (McGonigal, 2011). (de Byl 

& Hooper, 2013) points out that 

Gamification has been utilized in various 

settings including educational settings. It is 

as yet normal to go through a game as a 

warm-up or to refresh students in language 

learning activities (Mac Ruairc, 2012).  

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:rodiatulhasanah03@gmail.com
mailto:Imamnuraziz@gmail.com


257 

 

In the context of education, online 

education has gotten generally accessible 

and well known as additional suppliers, for 

example, driving colleges, are propelling on 

the web courses and instructive 

administrations (Imam Nur Aziz & Dewi, 

2020). In addition, there are significantly 

more applications that assume significant 

job in learning, particularly language 

inclining (Hoesny et al., 2020). Be that as it 

may, it is as yet the major test to keep up the 

students’ motivation high (Jang, Park, & Yi, 

2015). Students’ motivation is consistently a 

critical factor that must be tended to. It is 

particularly perceived in online and distance 

learning (Hartnett, St. George, & Dron, 

2011). Therefore, motivation was recognized 

in previous studies as one of the most 

significant achievement factors in online 

learning (Bovermann & Bastiaens, 2020). 

One of the greatest predominant difficulties 

in instruction is the means by which to 

persuade the scholastically unmotivated. 

This inquiry turns out to be progressively 

squeezing for the current age of students as 

online entertainment, portable innovation, 

interpersonal organizations, and advanced 

gaming give contending interests to 

understudy consideration. Video and 

advanced games offer firmly to this age (Kam 

& Umar, 2018). One possible golden way is 

online gamification learning which is 

progressively being utilized in online 

learning environments. Gamification is the 

utilization of game components, game 

structure, and game mechanics, in non-game 

settings (Deterding, Khaled, Nacke, & 

Dixon, 2011). Online gamification learning 

has been advanced as a genuine chance, and 

sometimes a necessity for many schools in 

the light movement of the world (Lee & 

Hammer, 2011). Gamification can be utilized 

to motivate and raise students’ learning 

outcomes in online learning. Many 

researchers take online gamification learning 

methods as problem-solving, especially in 

writing skills. However, (Yamasaki, 2013) 

shows how Gamification has effected 

students’ motivation and uplifting 

mentalities to the gamified class in writing 

skills. Therefore, genuine and common 

correspondence in the target language can be 

normal. 

The writing was a significant ability for 

being possessed by the students, the writing 

was likewise a superb specialized 

instrument. Through writing, every 

individual had the option to pass on 

emotions, thoughts, and declarations to 

other people (I. N. Aziz, 2014). The writing 

was an opportunity; it permits students to 

communicate something important to them, 

investigate, and clarify thoughts. Students 



258 

 

can pass on their thoughts in their mind by 

orchestrating them into a decent book with 

the goal that the others know them and they 

can think essentially (Sharples, 1999). 

The educational plan in Indonesia 

expects understudies to have the option to 

think of a book like describe, report, 

conversation, clarification, composition, new 

thing account, story, system, depiction, and 

audit (Imam Nur Aziz & Dewi, 2019). 

Spellbinding content is one of the classes 

taught for the eighth-grade understudies at 

Junior High School (Mu, 2019). 

To pop up the progress and motivation 

students’ in writing descriptive text are not 

easy, this fact can be seen mostly in the 

second grade of MTs. Mambaus Sholihin 

Suci Manyar Gresik, although they have been 

guided by their teachers to write it. 

By watching the class, there are a few 

issues that understudies lack motivation 

during writing the descriptive text. First, 

most students are not excited or being bored 

in the learning process because the teacher is 

using the monotone technique in involving 

their students’ understanding. Second, 

mostly has been teacher-centered. Third, 

many students cannot achieve basic 

competency in writing the descriptive text.  

These problems must be illuminated in 

the light of the fact that it very well may be 

the challenges for the students in writing the 

descriptive text and understanding material. 

One of the teaching methods that can make 

the students have high motivation, excited, 

and improve learning outcomes is utilizing 

an appropriate method such as a game. 

Online gamification learning is appropriate 

to be golden ways to take care of these 

problems. 

In light of the clarification over, the 

researcher is inspired to conduct a research 

entitled “Effect of Online Gamification 

Learning on Students’ Motivation and 

Students’ Writing Descriptive Text”. 

II. LITERATURE REVIEW 

A. Online Gamification Learning 

Online Gamification Learning appears 

gives off an impression of being a developing 

pattern in numerous segments, counting 

business, authoritative administration, in-

administration preparing, wellbeing, social 

approach, and instruction. Gamification has 

been characterized in an assortment of ways. 

(Deterding et al., 2011) characterized 

gamification as “The utilization of game 

design elements in non-game contexts”. 

Another definition described it as “the 

process of game thinking and game 



259 

 

mechanics to connect with clients and take 

care of issues” (Bundesamt für Sicherheit in 

der Informationstechnik (BSI), 2017). There 

are numerous other adjusted terms of 

gamification, for example, efficiency games, 

observation amusement, energetic structure, 

social games, game layer, and applied to the 

game; in any case, gamification is the term 

that is commonly recognized in related 

writing. Gamification is similarly taking off 

in training (Domínguez et al., 2013), due to 

the conviction that it supports and propels 

understudies, and would along these lines 

have the option to incite updated learning 

strategies and results (Kapp, 2012). 

 The essential reason for utilizing 

gamification is to build users’ motivation to 

give increasingly compelling, productive, 

connecting with, suffering, and engaging 

encounters. At the end of the day, the 

fundamental objective of gamification is to 

keep the users, in other words, players, in the 

game (Bozkurt & Durak, 2018). 

B.  Motivation 

 The Latin foundation of "motivation" 

signifies “to move”; consequently, in this 

essential sense, the investigation of 

inspiration is the investigation of activity. 

Present-day theories of inspiration focus 

even more expressly around the connection 

of convictions, qualities, and objectives with 

activity (Weiner, 1992). In instructive 

settings, understudies' inspiration is reliably 

an indispensable factor that must be tended 

to. It is particularly perceived in on the web 

and separation learning (Hartnett, 2016). 

According to (Mind & Technique, 2014), the 

teacher needs to attempt to create the 

students` motivation to consider. One basic 

inquiry is that English educators regularly 

pose to themselves, “How do we motivate 

students to learn English?” Understudies' 

inspiration has reliably become a huge 

concern for them since understudies' 

inspiration is fundamental for the sufficiency 

of English instructing and learning. In this 

way, motivation was distinguished in 

previous examinations as one of the most 

significant achievement factors in division 

training (Bekele, 2010), (Paterson, 2014). 

C.  Writing 

 As indicated by (Raimes, 1991), 

writing is expertise where we express the 

thoughts, feelings, and considerations 

organized in words, sentences, and section 

utilizing eyes, cerebrum, and hand. 

Consequently, writing is the way toward 

communicating the thoughts and 

contemplations of the author utilizing 

knowledge on the structure and vocabulary 

to consolidate the essayist's thoughts as a 

method for a correspondence (Lander & 



260 

 

Brown, 1995). Besides, (Harmer, 2001) said 

that writing is a procedure of imparting 

utilizing the customary realistic framework 

to pass on a message to the reader. Writing 

aptitude manages the capacity to 

mastermind realistic framework, for 

example, letter, word, and sentences of a 

specific language being utilized recorded as a 

hard copy correspondence all together that 

the reader can comprehend the message or 

data (McCutchen, 1996). 

D.  Descriptive Text 

(“Screenwriting - Oxford Essential 

Guide to Writing.pdf,” n.d.) states 

“description is about tactile experience what 

something looks like, sounds, tastes. For the 

most part, is about visual experience, yet 

depiction additionally manages different 

sorts of recognition.” (“Making sense of 

functional grammar,” 2017) characterizes 

"descriptive text is somewhat text which is 

meant to portray a specific individual, place 

or things. It very well may be presumed that 

descriptive text is a book for the depict 

individual, place, or a thing by visual 

experience. It is utilized to make a visual 

picture of individuals, places, even of time 

days or seasons. It might likewise be utilized 

to portray the outwards appearance of 

individuals (Olson, 1983). It might tell about 

their qualities of character and character 

III. METHOD 

In this exploration, the scientist 

utilized quantitative research which applied 

pre-test plan with one gathering pre-test and 

post-test structure and non-randomized. 

(Suen & Ary, 1983) states that experimental 

research is the main exploration method that 

can test the theory truly that related to cause 

and impact relationships. This research 

design would like to solve such classroom 

problems related to learning teaching 

language. The pre-test was given to the 

understudies before the treatment. The post-

test was given to the understudies after the 

treatment to find out the students’ 

motivation and students' skills in writing 

descriptive text.  

The design implies that the teacher 

gave them a pre-test before using 

Gamification then gave them a post-test after 

encouraging commonly utilizing 

Gamification. 

A. Population and Sampling 

The subject of this exploration is the 

second grade of MTs. Mambaus Sholihin. 

The research chooses VIII-I of MTs. 

Mambaus Sholihin that consists of 42 

students. 

B.  Technique of Data Collection 

In this research, the researcher utilized 

a questionnaire and pretest and posttest. The 



261 

 

researcher made 20 items of statements 

relate to beliefs in students' motivation and 

students' skills in writing descriptive text. 

The researcher also collects information from 

the score of the pre-test and post-test. The 

specialist gave a pre-test before the 

educating learning process and gave the 

post-test after the learning procedure has 

been completed. 

C. Data Analysis Technique 

After the researcher got the 

information from the questionnaire and the 

pre-test and post-test scores, the researcher 

analyzed the information. The researcher 

utilized a quantitative analysis technique 

utilizing a statistical method. This technique 

is utilized to know the noteworthy 

distinction in the students’ motivation and 

students’ skills before and after taught 

Gamification. The researcher has utilized the 

application of IBM SPSS Statistics for 

windows to analyzed data.  

In analyzing the data, the researcher 

tested normality before calculating the t-test 

to find out test distribution is normal.  

IV. RESULT  

This segment presents the subtleties of 

the investigation and the information 

gathered during the procedure of 

information examination. Looking at the 

motivation and ability contrasts with 

writing descriptive text before and after 

using the online gamification learning by 

utilizing a t-test. Before computing the t-test, 

the analyst tried the ordinariness of the 

information. 

A. Normality Test 

The normality test was directed on the 

information obtained from the pre-test and 

post-test. Information is supposed to be 

typically dispersed if the p-value got from the 

count is more noteworthy than 0.05. The 

consequence of the normality test is 

introduced as follows. 

Table 1- Normality Test 

One-Sample Kolmogorov-Smirnov Test 

 Unstandardize

d Residual 

N 42 

Normal Parameters 

a,b 

Mean 0E-7 

Std. Deviation 6.80061495 

Most Extreme 

Differences 

Absolute .084 

Positive .084 

Negative -.074 

Kolmogorov-Smirnov Z .546 

Asymp. Sig. (2-tailed) .927 



262 

 

a. Test distribution is Normal. 

b. Calculated from data. 

The calculation of the normality 

circulation of the test was led by utilizing the 

Kolmogorov-Smirnov test in SPSS V.22. The 

scientist found that Asymp. Sig (2 followed) 

estimation of the pre-test and the post-test 

score was 0.927. Those qualities were higher 

than the degree of significance (0.05). It 

implies that the invalid theory was 

acknowledged and the pre-test and the post-

test were normally dispersed. 

B. The Analysis of T-test 

Table 2 - Paired Samples Statistic 

Paired Samples Statistics 

 Mean N Std. 

Deviation 

Std. Error 

Mean 

Pair 1 

pre-test 66.3810 42 12.85558 1.98366 

post-

test 
80.2143 42 6.97569 1.07637 

 

From the table over, the score of the 

pre-test and the post-test demonstrated that 

the mean of the pre-test was 66.3810 and the 

mean of the post-test was 80.2143. It implies 

that the score of the post-test was higher 

than the score of the pre-test. 

Table 3 – Paired Samples Correlation 

Paired Samples Correlations 

 N Correlation Sig. 

P

a

i

r 

1 

pre-test & 

post-test 
42 .223 .156 

 

The table above shows the connection 

between's the pre-test and post-test was r= 

0.223 with likelihood (sig) = 0.156. This 

implies the pre-test and the post-test had a 

solid relationship since r esteem was near 1. 

As per (Field, 2013), r = 0.10 was little impact, 

r = 0.3 was medium impact and r = 0.5 was 

huge impact. 

 

Table 4 – Paired Samples Test 

Paired Samples Test 

 Paired Differences t df Sig. 

(2-

tailed) 

Mean Std. 

Deviati

on 

Std. 

Error 

Mean 

95% 

Confidence 

Interval of the 

Difference 

   

Lower Upper    

Pair 

1 

pre-test 

- post-

test 

-

13.83

333 

13.190

75 

2.035

38 

-

17.94

386 

-

9.722

81 

-6.796 41 .000 

 



263 

 

From the table, the noteworthy worth 

(sig. 2 followed) was 0.000, the worth < 0.05, 

subsequently was critical and t acquired was 

6.796 at the noteworthy degree of 0.05 and 

the level of opportunity 41. It implies that 

there was noteworthy recorded as a hard 

copy elucidating text utilizing online 

gamification learning. (Field, 2005) has 

expressed, “If the value is less than 0.05 then 

the means of the two conditions are 

significantly different 

V. DISCUSSIONS  

Writing is an intricate and 

troublesome action. It needs more exertion 

to contemplate composing. Regarding the 

research which was done in VIII I MTs. 

Mambaus Sholihin Gresik, it was considered 

that there is a significant difference between 

students’ writing skills taught using online 

gamification learning and those taught not 

using online gamification learning. Based on 

the computation of the post-test result, the 

mean score of the post-test on their writing 

descriptive text was 80.2143, while that of 

the mean of the pre-test was 66.3810. It can 

be interpreted that the mean score of the 

post-test was higher than the pre-test. 

The researcher also found that there 

was a significant in writing descriptive text 

after being taught by online gamification 

learning. It can be seen from the hypothesis 

test that indicated that there was a Sig. (2 

tailed) 0.000 lower than the level of 

significance 0.05. It was mean that Ha was 

accepted while Ho was rejected. 

In essentially, from the data that is 

taken from the questionnaire, no one of the 

students fills in disagree and strongly 

disagree. We could account that from 

statement 1 until statement 10, the 

percentage of strongly agree is 224 with 

mean 53.3333%, agree 196 with mean 

46.6667, and disagree and strongly disagree 

0%. Along these lines, from this 

questionnaire data, we can conclude that the 

students are very interested and enjoy online 

gamification learning in the teaching-

learning process, especially in writing 

descriptive text  

VI. CONCLUSION 

Based on the result of the research and 

discussion that has been presented, it can be 

concluded that there are differences in 

students’ motivation and students’ writing 

descriptive text who significant learned 

writing descriptive text through online 

gamification learning. The researcher 

additionally discovered that there was a 

significant in writing descriptive text after 

being taught by online gamification learning, 

it tends to be seen that the significant value 



264 

 

(Sig. 2 tailed) was 0.000, the value < 0.05, thus 

was significant. 

As should be obvious in the aftereffect 

of the questionnaire, most students were 

keen on the thought of online gamification 

learning. In terms of motivation, they were 

motivated because none of the students feel 

bored during getting the hang of educating. 

Online gamification learning can increase the 

students' motivation in writing descriptive 

text, it is proven with the data that no one 

students fill in disagree and strongly disagree 

with the questionnaire. 

 As we presented, online gamification 

learning is progressively being utilized, in the 

training field, to persuade and draw in 

understudies. The effect of online 

gamification learning could build up the 

capacity and improve the motivation of the 

students in writing descriptive text. Online 

gamification learning had the option to 

encourage the students to be increasingly 

dynamic and made students enjoy writing 

activities. The students felt upbeat when 

joined the writing activities because the 

method gave many contributions to the 

improvement of the students` motivation. 

Furthermore, online gamification learning 

was intriguing and helped the students' in 

communicating their thoughts, 

contemplations, and sentiments on paper 

and precisely to compose the parts and 

attributes of the article in writing descriptive 

text.  

 In light of the finding in this study, 

the consequence of the examination of the 

exploration, it's demonstrated that student’s 

motivation and students’ writing descriptive 

text are better than before taught by online 

gamification learning. 

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