UNIVERSITY STUDENTS FEELING IN GAMIFIED LEARNING OF ENGLISH LANGUAGE IN CLASSROOM.

Many studies have discussed about gamification and its effect towards educational context. Yet, very few of them studies about the feeling of the students in gamified learning. This research aims to explain the following research questions, what are the students’ feelings towards gamified EFL learning in classroom, and what made them feel in particular. The subjects of this study are UMM’s English Language Education Department students in the academic year of 2020. To seek the answer, the researcher used mixed methods with narrative inquiry in the qualitative method. Furthermore, the researcher conducted a close and open-ended questionnaire and a semi-structured interview to identify and validify the student’s response. This study findings conveyed, that students were found to in three different feelings in the gamification activity. The feeling of comfort in the classroom was experienced, it was caused by the student’s enjoyment in having a clear objectives and meaningful rewards towards the activity. In addition, students feel excited in the middle of activity and it happens as their sense of competitiveness are encouraged by the leaderboards system. Moreover, the student felt none as in feeling ordinary or regular due to having a burnout and due to must prepare for the next lessons. The researcher confident that this study may be useful for educators to consider in teaching gamification to raise student’s motivation in EFL activity.