The Effectiveness of Baamboozle Gamification in Enhancing Junior High School Students’ Writing Skills
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: Writing remains one of the most demanding skills for Indonesian junior high school students of English, and conventional instruction often offers little motivating, feedback-rich practice. Gamified tools such as Baamboozle have been reported to support vocabulary learning and motivation, but limited studies have examined their impact on writing skills. This study investigated the effectiveness of Baamboozle-based instruction on eighth-grade students’ descriptive text writing at SMP Diponegoro 3 Kedungbanteng, Banyumas Regency. A quasi-experimental pre-test–post-test control group design was applied to two intact classes (N = 50; 25 per group). The experimental group received Baamboozle-based instruction for four meetings, whereas the control group received conventional instruction. Writing performance was assessed with an analytic rubric, and classroom observation and documentation provided qualitative data. The experimental group outperformed the control group on the post-test, t(48) = 5.21, p < .001, d = 1.47, and obtained a mean N-Gain of 0.63 (moderate) compared with 0.23 (low) in the control group. Qualitative data showed higher participation, collaboration, and willingness to revise in the experimental class. The results are consistent with an explanation in which immediate feedback, team-based scaffolding, and need-supportive competition jointly promote writing development. Baamboozle can therefore serve as a practical gamified tool for EFL writing instruction, although the small sample and short treatment call for cautious generalization.
Source: Lingua Scientia Jurnal Bahasa
Author: Desi Wijayanti Ma'rufah
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7223178308