The Use of Gamification in English Learning for Sustainable Development Goals (Sdgs): a Case Study in a Junior High School English Club

Objective: This study aimed to know the impact of gamification in English learning in a junior high school English club as an extracurricular activity on students' interests and learning outcomes. Theoretical Framework: The research draws on constructivism theory and Self-Determination Theory (SDT) to comprehend how educational games allow active participation and learning outcomes improvement of the students. Method: The participants were divided into three groups: two experimental groups and one control group. The experimental group learned English using the developed computer game that underwent the feasibility test, while the control group did not use the game during learning. Data were collected through observation, questionnaires, and teacher and student interviews for triangulation and tests. Results and Discussion: The experimental groups showed more active student participation than the control group. Questionnaire results indicated high student interest, enjoyment, and enthusiasm for continued learning and the hope that extracurricular activities would differ from curricular learning because the students were tired. Learning outcomes revealed that more than 75% of students in the experimental groups achieved individual completeness, which shows that the experimental groups achieved the specified classical completeness. Research Implications: This study provides valuable recommendations for English teachers and stakeholders to improve the quality of English learning in English club activities in junior high schools. Originality/Value: This research contributes theoretically and practically to English learning. It provides valuable insights into how gamification can foster joyful learning in English.