STUDENTS’ MOTIVATION IN LEARNING ENGLISH WRITING USING BAAMBOOZLE AT ISLAMIC SENIOR HIGH SCHOOL 2 PAREPARE

Abstract

Motivation plays a significant role in second language acquisition, particularly in English as a Foreign Language (EFL) writing, where learners often face difficulties in sustaining engagement and effort. Gamification tools such as Baamboozle have been increasingly adopted to enhance student motivation and participation in classroom activities. This study aimed to examine the level of students’ motivation in learning English writing through Baamboozle at MAN 2 Parepare. A quantitative descriptive design was employed, involving 20 senior high school students who responded to a Likert-scale questionnaire measuring both intrinsic and extrinsic motivation. The instrument covered various indicators, including enjoyment, effort, pride, obligation, and teacher recognition. The findings revealed that students demonstrated a moderate level of motivation, with an overall mean score of 2.76 on a five-point scale. Higher means were recorded in indicators related to enjoyment of learning English (M = 3.40) and pride in academic achievement (M = 3.25), while lower means were noted in items associated with obligation-driven learning (M = 1.95). These results indicate that the use of Baamboozle fosters intrinsic motivation by making writing activities more engaging and accessible, while also providing extrinsic reinforcement through teacher feedback and rewards. In conclusion, the integration of gamified platforms such as Baamboozle can serve as an effective pedagogical strategy to sustain students’ motivation and improve engagement in EFL writing classrooms.