THE EFFECT OF GAMIFICATION BASED ON BALINESE LOCAL STORY TOWARD STUDENTS’ LISTENING COMPREHENSION

This research aimed at investigates the effect of Gamification based on Balinese local story as a teaching media toward 5th grade students’ listening comprehension at elementary school. The design was one group pretest and posttest that was focused on collecting the data used pretest and posttest in every meetings. The form of the pretest and posttest were multiple choice tests. The research population was the 5th grade of elementary schools student in Anturan village which consists of 95 students. Besides, the sample of this research was 5th grade of SD Negeri 2 Anturan that consists of 21 students. The result showed that there was a difference score of pretest and posttest. The mean score of pretest was (M= 43.37). Meanwhile the mean score of posttest was (M= 79.74). It means that the mean score of posttest was higher than pretest. The result of effect size was 12.011 that belong to the largest effect. The large result of the effect size proven that the students’ listening comprehension is improved by using Gamification based on Balinese local story.


INTRODUCTION
The implementation of 4C in 21 st century learning era has function to support the education. Rochmawati et al., (2019) mentioned the braches of 4C are critical thinking, creativity, communication, and collaboration. The whole branches have function to improve student's problem solving especially young learner. As stated by Ball et al., (2016), young learner needs the implementation of 4C to develop the ability of problem solving and increase learning achievement especially English. Listening comprehension is a kind of English material that can be learnt since young learner. Nadig, (2013) explained, listening comprehension is a process that encourages of making and understanding the meaning in communication. Listening comprehension is an active listening process that consists of three important aspects such as recognizing speech sound, constructing the meaning, and connecting the information to be a knowledge (Ahmadi, 2016;Ergin in Bulut & Ertem, 2018;Gilakjani & Ahmadi, 2011;Hamouda, 2013). The three aspects of listening comprehension are able to create young learner to be an active participant in learning process. In the learning process, listening comprehension focuses on developing the ability to understand meaning, phonology, vocabulary, and grammar mastery (Goh, 2000).
The role of listening comprehension is important in learning process. According to Babayigit, (2019), the main purpose of listening comprehension is to understand the message, emotion, and thought in communication accurately. In language acquisition, listening comprehension is a component that should be mastered. The process of mastering listening comprehension faces difficulties and problems. Ur, (1999: 111) argued that, there are five difficulties and problem of mastering listening comprehension. The first problem is about sound. The listener usually has problem to catch up the actual sound when learning listening comprehension for the first time. The second problem is the way to understand every word. Ur, (1999: 111) stated, this problem is occurred when listener misses the words that are effect the difficulty of the listener to understand the meaning. The third problem is based on tempo of the speaker. The listener faces the problem if the speaker speaks fast. Meanwhile, the problem will disappear if the speaker speaks slowly. It is occurred because listener does not have any authority to control the speaker's tempo (Abbas Pourhosein Gilakjani & Sabouri, 2016). The frequency of listening is the fourth difficulty. It is influenced by the ability of listener should listen something more than once to understand the meaning. The last problem focuses on duration of listening activity. The long duration of listening activity creates the boring situation in the learning. The implementation of effective learning process is needed to decrease boring situation in the learning process.
The listening comprehension problems were discovered at SD Negeri 2 Anturan.
Based on the observation, the whole listening comprehension problems by Ur, (1999: 111) were found on 5 th grade student of SD Negeri 2 Anturan. It was proven by there was no improvement of students especially in listening comprehension because students got English material on 5 th grade for the first time. The listening comprehension problem is caused by several factors. The main factor is the quality of the sound. The bad quality of the sound to deliver listening comprehension material affected to create the difficulty of understanding meaning (Abbas Pourhosein Gilakjani & Sabouri, 2016). Moreover, the research by Renukadevi, (2014) argued that, listening comprehension problems that were related to catch up sound and understand meaning were caused by the lack of ability of listening comprehension. This factor was caused by students tended to be lazy to build vocabulary, the problem of accent and pronunciation when learning new language, and the effort to understand the words. In addition, tempo, frequency, and duration problems were caused by students' listening stamina, concentration power of students, and interference of listening process environment Renukadevi, (2014). The implementation of listening comprehension is equitable since young learner to create students problem solving of listening comprehension Eken & Dilidüzgün, (2014).
The problems of listening comprehension can be solved by using a proper teaching media. Teaching media is an equipment to create effective and efficient learning process Padmadewi et al., (2017). Mobile phone is a media who can be used to teach listening comprehension. The research by Kodir Al-Baekani & Ridwan, (2018) proven that, student tends to interest using mobile phone to learn listening comprehension. It is supported of the research by Hwang et al., (2014) & Rahimi & Soleymani, (2015) argued that, the use of mobile phone in learning process could increase student's listening comprehension significantly. In addition, the 5 th grade students of SD Negeri 2 Anturan have mobile phone.
The use of mobile phone to teach listening comprehension should be supported by proper application. The application who supports to teach listening comprehension was Gamification. Therefore, Gamification was the teaching media to improve students' listening comprehension.
Gamification is about a process of game thinking and game mechanics that has a purpose to increase user engagement and problem solving (Zichermann & Cunningham, 2011;Deterding et al, 2011). The use of Gamification is able to improve the learning process for example to increase students' motivation, engage students' behavior, and solve a problem

A. Type of Research
The type of the research was experimental research who implemented one group pretest posttest design. Fraenkel et al., (2012)  Anturan were suitable with this research such as LCD, Audio-speaker, White board, and other equipment. This study had been conducted in six meetings that focused on giving treatment using Gamification based on Balinese local story toward listening comprehension.

Population
The population of this research was the 5 th grade student of elementary schools at Anturan village in academic year 2019/2020.

E. Data Collection Technique
The data collection was finished by several processes. The beginning process was to get permission and observation for conducting the data. Then, the process of preparing instrument created pretest and posttest as instrument for collecting the data. The treatment instrument focused on determining the suitable Gamification based on Balinese local story.
The last was preparing the supporting instrument such as lesson plan or teaching scenario.
The whole instruments were consulted before using to conduct the data. The pretest was conducted before the treatment. The treatment by using Gamificaion based on Baline local story to the group. The process of conducting the posttest after the treatment of Gamification based on Balinese local story. After conducting the data of pretest and posttest, the analysis of the data were done to determine whether or not the effect of the Gamification based on Balinese local story. The last was to give a conclusion of the effect of Gamification based on Balinese local story toward students' listening comprehension.

F. Data Analysis
The data analysis was done after conducting the result of pretest and posttest. The use of SPSSX 24 program had function to determine the descriptive and inferential analysis of the data. The descriptive analysis was included mean, median, variance, standard deviation, maximum and minimum score. In contrast, the inferential analysis involved normal distribution, t-test, and effect size. The inferential analysis had purpose to determine whether or not the significant effect of Gamification based on Balinese local story toward listening comprehension.

FINDINGS AND DISCUSSION
A. Findings

Source: Data Analysis of January 02, 2020 SPSS -X VERSION 24
Based on the result of the mean summary, it can be concluded that the mean summary of post-test was higher rather than mean summary of pre-test (79.74 > 43.37). From the result of descriptive analysis, the post-test instrument was higher rather than pre-test instrument except the standard deviation and variance.
In order to identify the significant difference of mean score between pretest and posttest, T-test was conducted. Before conducting T-test, the data distribution was analyzed first. It aimed to select the T-test type that will be used. If the data are normally distributed, it will be analyzed with parametric test whereas if the data are not normally distributed, nonparametric test is used. Data are categorized normal, if the value of Kolgomorov-Smirnov is higher than .05. The result of normality was summarized in Table 4. From the result of normality test as shown in Table 4.3, it was found the value of Kolgomorov-Smirnov for pretest is .097 while for posttest is .200. Since the value of Sig. for pretest and posttest is higher than .05, the data are categorized normally distributed.

The Result of Normality Test
Therefore, the paired sample t test can be done.

Hypothesis Testing
After the data were categorized normally distributed, hypothesis testing was conducted to know whether there was any significant effect of using Gamification based on Balinese local stories as teaching media towards the 5th grade students' listening comprehension at elementary school. The hypothesis testing was conducted by using paired sample t-test. There were two qualifications of determining the decision whether the hypothesis was rejected or accepted. If the value of the tobs was lower than tcv, the alternative hypothesis was rejected. Meanwhile, if the tobs was higher than tcv, the alternative hypothesis was accepted. The result of hypothesis testing can be seen in table 5 From the result of effect size test, the value of Cohen d as shown in Table 6 is 12.011.
This indicates that the effect of treatment is large.

Listening Comprehension
The implementation of Gamification based on Balinese local story was based on the theory by Gros, (2007). According to Gros, (2007), there are four steps in implementing Gamification such as experimentation, activity, discussion, and reflection. The whole process focused on using Gamification based on Balinese local story as a teaching media to improve listening comprehension. The first process is experimentation that emphasizes preparation process before Gamification was implemented in learning process (Gros, 2007). There were several activities of experimentation such as (1)  The second step is activity process. The term of activity is how to use Gamification in learning process (Gros, 2007). The implementation of Gamification based on Balinese local story was done by showing the Gamification through LCD. It was done because the regulation of SD Negeri 2 Anturan prohibited students to bring mobile phone. This activity also kind of teaching listening comprehension namely intensive teaching listening. Intensive teaching listening is a process to teach listening comprehension by doing the activity in the class room (Harmer, 2007:304). The implentation of Gamification based on Balinese local story divided into two parts such as individual and group. The individual activity encourged students to listen and understand the Balinese local stories. It was the advantage of Gamification based on Balinese local story that provided audio visual to students by showing the picture of stories and telling the stories directly. Meanwhile, the group activity focused on playing the whole levels of Gamification based on Balinese local story based on the instruction. This group activity emphasized students to answer the questions and communicate in learning process.
After the activity process was done, students felt significant difference in learning English especially listening comprehension. The students felt enthusiastic when playing Gamification based on Balinese local story. It was proven by the response of students was very focus while listening the stories and tended to understand whole stories although there were any problems for example some words did not catch up the meaning by the students.
Besides, the enthusiasm was shown by the response of the students when trying to answer the questions based on the game in Gamification. They were excited for raising their hand while answering the questions. Furthermore, the students motivation also inreased in learning English when they could answer the questions correctly. It showed the benefit of Gamification as a teaching media which is able to increase students engagement in learning process (Deese, 2014). It was supported also by Marczewski, (2012) & Hamari et al., (2014) stated that, Gamification has an ability to increse students motivation and engagement in learning process. In addition, the enhancement of students' engagement and motivation was The next step is discussion. Gros, (2007)explained that discussion is an activity to achieve the learning objective in learning process. In this case, discussion focused to provided exercise or worksheet related to Gamification based on Balinese local story. Giving the worksheet or exercise was able to create students' understanding toward concrete object.
According to Piaget, (1983) 11 eleven years old of young learner or 5 th grade students to introduce and learn concrete things. It is supported also by Harmer, (2007) the characteristic of young learner tends to understand concrete things rather than absurb things. So, that giving worksheet or exercise in discussion step was effective for understanding concrete objects especially related to listening comprehension. Furthermore, dicussion step was able to solve listening comprehension problems by Ur, (1999) is the difficulties when catching actual sound of foreign language and understanding the meaning of every words. Those problems could be solved because the treament by using Gamification based on Balinese local story was able to make students comprehend the story and improve the vocabularies after doing listening comprehension activity related to Gamification.
The reflection is the last step of the implemention of Gamification. The statement of Gros, (2007), explained that reflection is the end step that provides the opportunity to students to conclude and summarize the learning process especially in using Gamification based on Balinese local story. In this process, students were encouraged to use the cognitive development to summarize the learning process. The cognitive development assisted to increase student critical thinking. According to Deese, (2014) Gamification is an effective media to increase student cognitive development. It was proven by the ability of students to give an opinion about the implementation of Gamification based on Balinese on Balinese local story.

Listening Comprehension
The implementation of Gamification based on Balinese local story was effective to listening comprehension. The students listening comprehension problems by Ur, (1999) about the problems when listening something too fast and the difficulties to understand words if listening only once. These problems could be solved by Gamification based on Balinese local story because the tempo when telling the story of Gamification was very slow and suitable with the ability of 5 th grade students. Besides, the sound and audio of narrator told the Balinese local stories was very clearly. To give the opportunity of increasing listening comprehension, Gamification was completed by the text accordance with Balinese local story that was shown. So, students had opportunity to conform what they listened to the text. In addition, boring situation which was occurred when implementing conventional learning can be solved by the implementation of Gamification based on Balinese local story because using game and technology was unique and fun for students in learning process.
The improvement of students listening comprehension was also shown by the result of pre-test and post-test. The result showed that the mean score of post-test was higher rather than the mean score of pre-test (79.74 > 43.37). Based on the result proved that, Gamification based on Balinese local story was effective to improve students' listening comprehension rather than conventional learning. It was also proven that, teaching media for example Gamification based on Balinese local story was able to create effective learning process.

CONCLUSIONS
Gamification based on Balinese local stories as teaching media gave significant effect towards fifth grade students' listening comprehension. It was proven by the result of the descriptive and inferential statistics analysis. Based on the result of descriptive analysis, the mean score of posttest was higher than pretest (79.74 > 43.37). It indicated that after implementing treatment through Gamification based on Balinese local stories the students were able to achieve better performance and were able listened the story better. The inferential analysis which consisted of hypothesis testing (paired sample t-test) and effect size showed that the t-observed of the data was higher than the t critical value. The comparison between t-observed and t critical value was (36.656 > 1.725) which means that there was significant effect of using Gamification based on Balinese local stories as teaching media towards the 5th grade students' listening comprehension. It was also supported by the result