The development of grade 5 students’ reading comprehension using gamification within brain-based learning.
Keywords:
reading comprehensionability, brain-based learning, gamificationAbstract
The aims of this study were to 1) develop the students’ reading comprehension using gamification within Brain-based learning (BBL), 2) explore the students’ opinions regarding their attitude towards this instruction, and 3) find the relationship between the student’s reading comprehension ability and the student’s opinions toward this instruction. The participants were 24 of grade 5 students selected by using purposive sampling. The methodology was pre-experimental research involving a one-group pretest-posttest design. The research instruments were 6 lesson plans, the reading comprehension pre- and post-test, the questionnaire, and the semi-structured interview. The relative gains scores were used to compare the students’ progression in reading comprehension. The Pearson correlation was employed to find the relationship between the post-test scores and the questionnaire scores. Furthermore, thematic analysis was used for analyzing the interview result to gain in-depth details of the student’s opinions.
The results of this study revealed that the mean scores of reading comprehension increased from 11.17 to 23.38 after using this intervention. The average progression gain score was 42.93 indicating that students had moderate progression. Meanwhile, this intervention enhanced students developing reading ability. Additionally, the questionnaire results showed that students had positive opinions toward this intervention. Additionally, the interview results also showed that this instruction can improve vocabulary knowledge reading comprehension , and create motivation. Furthermore, the correlation between reading scores and students' opinion scores is significantly related. In conclusion, all findings prove that this intervention is an effective way to improve reading ability and promote positive attitudes toward learning English.
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