THE EFFECT OF DIGITAL GAMIFICATION ON STUDENTS’ READING COMPREHENSION IN EIGHTH GRADE OF SMPN 1 TAROKAN

Abraham, Reyhan Haisung Aulada (2025) THE EFFECT OF DIGITAL GAMIFICATION ON STUDENTS’ READING COMPREHENSION IN EIGHTH GRADE OF SMPN 1 TAROKAN. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study investigates the effect of digital gamification on eighth-grade students’ reading comprehension at SMPN 1 Tarokan, Kediri, East Java. It is based on the problem where the students often struggle to engage with reading texts when taught through conventional methods in many English as a Foreign Language (EFL) contexts. Therefore, this study aims to determine whether gamification through a narrative-based video game can enhance students’ reading comprehension and increase their motivation during classroom instruction. According to Kapp (2012), gamification helps students learn by increasing emotional engagement, sustaining attention, and stimulating cognitive participation through game-based elements. Gamification improves reading comprehension by turning passive reading activities into interactive experiences, encouraging students to make predictions, analyze storylines, and infer meanings in order to progress through the game. Digital gamification in this research refers to the use of gamified learning strategies implemented in a digital environment. It involves integrating game-like features into a digital narrative video game to promote student engagement and improve reading comprehension outcomes. The research employed a quasi-experimental design involving pre-tests and post-tests consisting of 25 multiple-choice questions. Sixty students participated and were equally assigned to an experimental group and a control group. The experiment group was taught using I Got This: An Interactive Story, a narrative- driven video game enhanced with gamified elements such as levels, points, leaderboards, badges, and rewards. On the other hand, the control group received instruction using conventional methods. Data were analyzed using the Mann-Whitney U test. The post-test results revealed a statistically significant difference (p = 0.002) in favor of the experiment group, indicating that digital gamification led to greater improvement in students’ reading comprehension. These findings suggest that integrating digital gamification into the EFL context is an effective method. It not only enhances reading comprehension outcomes but also fosters student engagement, intrinsic motivation, and cognitive participation. This supports the use of digital tools in language education to promote active, interactive, and meaningful learning experiences. The significance of this research lies in its potential to provide valuable insight for teachers and researchers in designing reading instruction that aligns with students’ digital behavior and improves reading comprehension skills through digital gamification.

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