Gamification in A Flipped Classroom Using Articulate Storyline For Junior High School Students' Vocabulary Mastery

Permata, Agustin Putri Intan (2024) Gamification in A Flipped Classroom Using Articulate Storyline For Junior High School Students' Vocabulary Mastery. Journal of English Education and Linguistics Studies, 12 (1). pp. 51-80. ISSN 2407-2575

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Abstract

This study aims to design gamification-based- instructions using articulate storyline in a flipped classroom setting to improve vocabulary mastery of junior high school students and to examine how students’ perspective on this approach compared to traditional methods. The study employs a Research and Development (R&D) methodology, guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that there is a significant improvement in students’ vocabulary mastery, with an average gain of 30%, and over 85% of students found the gamified activities significantly more engaging and motivating. The study concludes that using the Articulate Storyline in conjunction with gamification in a flipped classroom environment significantly improves both student engagement and vocabulary mastery. These findings provide not only insightful information that positions gamified learning as a strong substitute for conventional pedagogy but also further advancements in instructional design.

Item Type:	Article
Uncontrolled Keywords:	Gamification, flipped classroom, articulate storyline, vocabulary mastery
Subjects:	English Education English Education > English
Divisions:	Postgraduate Programs > Master Program in Teaching as a Foreign Language
Depositing User:	Agustin Putri Intan Permata
Date Deposited:	04 Mar 2025 02:52
Last Modified:	04 Mar 2025 02:52
URI:	http://eprints.umg.ac.id/id/eprint/12639

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