PRESENTATION SCRIPT

Gamification-Assisted Flipped Learning in EFL Reading Classroom:

A Case of Secondary School in Indonesia
Yoshania, R. N., Yusuf, F. N., & Sundari, H. (2023). Indonesian EFL Journal (IEFLJ), 9(1), 1–10.
Presented by: RISMA DESI FITRI | Lecturer: Dr. Dodi Settiawan | Sunday, April 12, 2026

📌 HOW TO USE THIS SCRIPT

• Each section is labeled with the corresponding slide number and title.
• The shaded boxes show EXACTLY what you say out loud — word for word.
• Tips in teal italic boxes give guidance on delivery (gesture, pause, point to slide).
• Estimated total speaking time: 10–12 minutes.

SLIDE 1 — TITLE SLIDE

Opening & Introduction

💡 Stand confidently, smile at the audience, take a breath before starting.

Assalamualaikum warahmatullahi wabarakatuh.

Good morning / afternoon, everyone.

My name is Risma Desi Fitri , and today I am going to present a journal article review
entitled:

"Gamification-Assisted Flipped Learning in EFL Reading Classroom:

A Case of Secondary School in Indonesia."

This article was written by Riani Noor Yoshania from Universitas Terbuka,
Fazri Nur Yusuf from Universitas Pendidikan Indonesia,
and Hanna Sundari from Universitas Indraprasta PGRI.
 It was published in the Indonesian EFL Journal, Volume 9, Issue 1, in January 2023.

I am presenting this under the supervision of Dr. Dodi Settiawan.

Let us begin.

SLIDE 2 — OVERVIEW

Roadmap of the Presentation

💡 Point to each box on the slide as you mention it.

Before I go into the details, let me give you a quick overview of what I will cover today.

First, I will discuss the Background and Problem — why this study was needed.

Second, I will explain the Research Method — how the study was conducted.

Third, I will present the Results and Discussion — what the researchers found.

And finally, I will share the Conclusion and Implications of the research.

Alright, let's start with the background.

SLIDE 3 — BACKGROUND & PROBLEM

Background, Problem, and Research Purpose

💡 Point to the '11 points' stat box when you mention the World Bank data. Slow down for the research
purpose.

So, why was this research conducted?

 As you can see on this slide, the World Bank's report through the Programme for
International Student Assessment — or PISA — found that during the first four years of
school closures in Indonesia due to the Covid-19 pandemic, students experienced an
11-point decline in their reading skills and learning outcomes.

According to the researchers, this decline is caused by several key problems:

First — poor vocabulary knowledge, which is at the root of most reading comprehension
difficulties.
(Nurjanah, 2018)

Second — students had difficulty finding explicit information in texts.

(Suryawan et al., 2020)

Third — there is a general lack of both micro and macro reading comprehension skills.

Fourth — students showed low motivation to read outside the classroom.

And fifth — because of the pandemic, learning methods had to shift away from traditional
classroom teaching toward more innovative, flexible alternatives.
(Ng & Lo, 2022)

Given all of these challenges, this study was designed with a clear purpose:

To examine how gamification-assisted flipped classroom learning can improve EFL

students'
reading comprehension — and to understand students' perceptions of this method
using the Technology Acceptance Model, or TAM.

SLIDE 4 — RESEARCH METHOD

How the Study Was Conducted

💡 Point to each card as you explain it. Speak slowly — this slide has a lot of information.
 Now let me explain how the researchers conducted this study.

The research was conducted in Indonesia and used a qualitative case study design.
A case study was chosen cause it is able to provide rich, detailed, and contextual data
— which is especially useful for studying the unique learning conditions during the
pandemic.

The participants were 20 third-year students — Grade IX — from a state secondary school.
They were selected through purposeful sampling because they had the required
characteristics
to participate in this kind of learning.

The study ran for 4 weeks.

During this time, the teacher delivered lessons about report text
using the gamification-assisted flipped classroom method.

The researchers used several instruments to collect data:

Tests through Quizizz — both pre-test and post-test — to measure reading comprehension.
Observations conducted from June 2nd to September 15th, 2022.
Questionnaires using a Likert scale, based on the Technology Acceptance Model (TAM).
And semi-structured interviews to capture students' personal experiences and perceptions.
(DeJonckheere & Vaughn, 2019)

The data was then analyzed using three major activities:

data condensation, data display, and conclusion drawing — following Miles et al. (2014).

Triangulation and expert judgment were also used to ensure the validity of the instruments.

The Gamified Flipped Classroom Steps

💡 You can briefly mention these 4 steps — you don't need to read every detail.

Let me also briefly explain how the gamified flipped classroom was implemented.
 Step 1 — Students were divided into groups combining the highest and lowest-ranking
students.

Step 2 — Collaborative Learning. Students used WhatsApp to discuss materials online,

allowing them to help each other without physically meeting.

Step 3 — A group representative attended a gamification tutorial

so they could bring back knowledge to their group.

Step 4 — Gamification. Each group was given a gaming test via Google Forms.
The group's result was based on the average performance of all members — not just one
student.
Prizes were awarded to the winning group to increase motivation.
(Zainuddin, 2018)

SLIDE 5 — RESULTS: LEARNING OUTCOMES

Pre-Test vs. Post-Test Scores & Skill Improvement

💡 Speak with enthusiasm here — these are the most impressive numbers in the study. Point to '54', the
arrow, then '87'.

Now, let's look at the results.

The first major finding concerns student learning outcomes.

Before the intervention, the average pre-test score was only 54.

After four weeks of gamification-assisted flipped classroom learning,

the average post-test score jumped to 87.

That is a remarkable improvement of over 61 percent.

 Looking at the table on the slide, we can see the improvement across specific reading skills:

For synonym classification — a micro skill — accuracy improved from 38% to 83%.

For finding detailed information — a macro skill — accuracy improved from 28–57% to 66–
88%.

For identifying the text structure, improvement went from 30–45% to 77–88%.

For identifying the topic, scores improved from 42% to 72%.

And for classifying meaning references, accuracy improved from 33% to 61%.

These findings clearly show that the gamification-assisted flipped classroom

significantly improved both micro and macro reading comprehension skills.
(Yoshania et al., 2023)

This is also consistent with previous research by Mohammadian et al. (2018),

who found that effective use of technology can promote high school students' reading
comprehension.

SLIDE 6 — RESULTS: STUDENTS' PERCEPTIONS (TAM)

Technology Acceptance Model (TAM) Results

💡 Briefly explain what TAM is before going into percentages. Point to each card.

The second part of the results concerns students' perceptions,

which were measured using the Technology Acceptance Model — or TAM —
originally developed by Davis in 1989 and adapted in this study.

The TAM has four dimensions. Let me go through each one:

First — Perceived Usefulness: 85.82%.

 This was the highest score. It means that almost 86% of students believed
that gamification improved their performance in reading comprehension.

Second — Perceived Ease of Use: 81.99%.

About 82% of students found the system easy to use and not very effortful.

Third — Actual Usage: 81.46%.

Over 81% of students were satisfied and felt that the system improved their productivity.

Fourth — Behavioral Intention: 61.60%.

This was the lowest dimension.
Only about 62% of students felt motivated to continue using the method in the future.
The researchers note this may be because students only used it to study report text,
so they didn't feel a long-term need to keep using it.

Overall, these findings show a relatively high acceptance of the gamification-assisted

flipped classroom — which is consistent with Zou (2020),
who found that students generally have very positive views of gamified classrooms.

SLIDE 7 — STRENGTH & WEAKNESS

Critical Analysis: Strengths and Weaknesses of the Study

💡 This is YOUR analysis, not just from the article. Speak with confidence. Pause slightly between strengths
and weaknesses.

Now I will offer a critical analysis of the article — looking at both its strengths and its
weaknesses.

Starting with the STRENGTHS:

First, the study is highly relevant to current educational needs.

It directly addresses the learning loss caused by the pandemic
and proposes an innovative solution using gamification and flipped classroom strategies.
Second, the results are impressive — a jump from 54 to 87 in average scores
demonstrates that the method genuinely works for improving reading comprehension.

Third, the method is flexible and accessible —

students could learn at home using their mobile phones,
which is particularly important in rural or low-resource settings.

Fourth, the use of the TAM framework gives a structured and validated way
to measure students' acceptance and perception of the technology.
(Davis, 1989)

Fifth, the research uses data triangulation — combining tests, observation,

questionnaires, and interviews — which strengthens the validity of the findings.

---

However, the study also has some WEAKNESSES:

First, the sample size is very small — only 20 students from a single school.
This limits the generalizability of the findings to other contexts.

Second, the study is purely qualitative. Without quantitative statistical analysis,

it is difficult to determine whether the improvement is statistically significant.

Third, the low Behavioral Intention score — 61.6% — suggests

that not all students were genuinely motivated by this method long-term.

Fourth, technical challenges — such as weak internet connections,

running out of mobile data, and unfamiliar vocabulary — posed real barriers for students,
especially those in rural areas.

In summary, while this study makes a valuable contribution, future research

 should use larger samples and add quantitative measures to confirm its findings.

SLIDE 8 — CONCLUSION

Closing the Presentation

💡 Slow down here. This is your final impression. Make eye contact with the audience. End with a confident
closing.

To conclude, this article by Yoshania, Yusuf, and Sundari (2023) demonstrates

that the gamification-assisted flipped classroom is an effective and engaging method
for improving EFL reading comprehension in secondary school.

The study shows that average scores jumped significantly — from 54 in the pre-test
to 87 in the post-test — proving a clear improvement in both micro and macro reading skills.

Students responded positively to the method.

Using game-based elements such as points, badges, and leaderboards through Google
Forms
increased engagement, motivation, and collaborative learning.
(Zainuddin et al., 2021)

Based on the TAM results, 85.82% of students felt that gamification improved their
performance
— the highest acceptance score among all four dimensions.

However, there are still challenges to address:

internet connectivity issues, device limitations, and vocabulary gaps.
Teachers must prepare clear instructions and video guides to ensure smooth
implementation.

Looking forward, future research should explore whether

gamified flipped classrooms can also improve other English skills
such as speaking, listening, and writing.
As a personal reflection, I believe this study offers a strong model
for educators in Indonesia who are looking for creative and technology-driven solutions
to address the ongoing challenge of improving reading comprehension in EFL classrooms.

That is all from me. Thank you very much for your attention.

Wassalamualaikum warahmatullahi wabarakatuh.

I am happy to answer any questions.