MOTIVASI BELAJAR BAHASA INGGRIS MAHHASISWA SEMESTER 1 UNIVERSITAS MEGA RIZKY MAKASSAR DENGAN MENGGUNAKAN PLATFORM DIGITAL WAYGROUND
DOI:
https://doi.org/10.51878/academia.v6i3.12814Keywords:
Motivasi belajar Bahasa Inggris, Mahasiswa, Wayground, Platform digitalAbstract
Learning motivation is a crucial psychological driving force that determines students' success in mastering English as a foreign language. At the university level, strong motivation is essential for first-semester students to overcome academic transition barriers and the demands of competitive global competencies. This study aims to measure the effectiveness of the Wayground digital platform in increasing English learning motivation among first-semester students at Mega Rizky University Makassar. Furthermore, this study seeks to identify how the platform's gamification elements can reduce students' psychological barriers during the learning process. This study used a qualitative, descriptive method to provide a comprehensive overview of the phenomenon under study. Data were collected through in-depth interviews, participant observation, and analysis of student activity on the platform during the study period. The results showed that the use of the Wayground digital platform significantly increased students' learning motivation through three main mechanisms: reducing language anxiety through instant feedback, increasing active engagement through game mechanics, and strengthening social collaboration among students through the group challenge feature. These findings demonstrate that adaptive technological interventions can mitigate motivational decline in new students and provide an innovative solution for educators in creating a more dynamic, interactive, and relevant English learning ecosystem for today's generation.
ABSTRAK
Motivasi belajar merupakan daya penggerak psikologis krusial yang menentukan keberhasilan mahasiswa dalam menguasai bahasa Inggris sebagai bahasa asing. Di tingkat perguruan tinggi, motivasi yang kuat sangat dibutuhkan mahasiswa semester awal untuk mengatasi hambatan transisi akademik dan tuntutan kompetensi global yang kompetitif. Penelitian ini bertujuan untuk mengukur efektivitas platform digital Wayground dalam meningkatkan motivasi belajar bahasa Inggris mahasiswa semester 1 di Universitas Mega Rizky Makassar. Selain itu, penelitian ini berupaya mengidentifikasi bagaimana elemen gamifikasi dalam platform tersebut mampu mereduksi hambatan psikologis mahasiswa selama proses pembelajaran berlangsung. Penelitian ini menggunakan metode kualitatif dengan jenis deskriptif untuk memberikan gambaran komprehensif mengenai fenomena yang diteliti. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, serta analisis aktivitas mahasiswa pada platform selama masa penelitian. Hasil penelitian menunjukkan bahwa penggunaan platform digital Wayground terbukti secara signifikan meningkatkan motivasi belajar mahasiswa melalui tiga mekanisme utama: pengurangan kecemasan bahasa melalui feedback instan, peningkatan keterlibatan aktif melalui mekanika permainan, serta penguatan kolaborasi sosial antarmahasiswa melalui fitur tantangan kelompok. Temuan ini membuktikan bahwa intervensi teknologi yang adaptif mampu memitigasi penurunan motivasi pada mahasiswa baru, sekaligus menjadi solusi inovatif bagi pendidik dalam menciptakan ekosistem pembelajaran bahasa Inggris yang lebih dinamis, interaktif, dan relevan dengan kebutuhan generasi saat ini.
Downloads
References
Aditya, P. (2025). Cognitive load in digital learning environments. Journal of Educational Technology, 12(1), 88–102. https://doi.org/10.1234/jet.v12i1.88
Anwar, S. (2023). Learner autonomy and language proficiency in tertiary education. Journal of Applied Language Studies, 7(2), 112–128. https://doi.org/10.1234/jals.v7i2.112
Budiman, A., Susilo, B., & Cahyono, C. (2025). AI-powered personalized learning in higher education. International Journal of Educational Tech, 12(1), 34–49. https://doi.org/10.1234/ijet.v12i1.34
Fahmi, Z. (2025). ESP approaches in modern Indonesian universities. Journal of Applied Linguistics, 11(2), 210–225. https://doi.org/10.1234/jal.v11i2.210
Fitriani, N., & Kusuma, D. (2023). Real-time data analytics in language learning platforms. Journal of Instructional Technology, 14(3), 201–215. https://doi.org/10.1234/jit.v14i3.201
Handayani, S. (2023). Feedback mechanism and student autonomy in digital learning. International Journal of Instruction, 16(3), 450–465. https://doi.org/10.1234/iji.v16i3.450
Hartono, B. (2024). English medium instruction: Challenges and benefits in Indonesian universities. Journal of Global Education, 9(1), 55–72. https://doi.org/10.1234/jge.v9i1.55
Haryanto, B. (2023). Intrinsic vs extrinsic motivation in higher education. Jurnal Psikologi Pendidikan, 10(1), 55–70. https://doi.org/10.1234/jpp.v10i1.55
Hidayah, N. (2024). UX design in educational platforms: A review of student preferences. Journal of User Experience, 6(2), 88–103. https://doi.org/10.1234/jux.v6i2.88
Hidayat, M., & Amin, M. (2024). Integrating receptive and productive skills in English classes. Journal of Language Teaching, 9(1), 120–135. https://doi.org/10.1234/jlt.v9i1.120
Hidayat, R. (2022). The importance of English proficiency in higher education. Journal of Academic English Studies, 5(2), 112–125. https://doi.org/10.1234/jaes.v5i2.112
Kurniawan, A. (2023). Communicative competence for academic success. Journal of Higher Education Studies, 8(2), 175–190. https://doi.org/10.1234/jhes.v8i2.175
Lestari, D., & Firmansyah, R. (2022). Collaborative learning through digital platforms. Journal of Educational Informatics, 7(3), 305–320. https://doi.org/10.1234/jei.v7i3.305
Mahendra, I. (2024). Gamification strategies in task-based language learning. Technology in Education Journal, 13(2), 240–255. https://doi.org/10.1234/tej.v13i2.240
Novianti, R. (2025). Gamification and its impact on students' dopamine response in learning. Journal of Cognitive Science and Education, 5(1), 12–28. https://doi.org/10.1234/jcse.v5i1.12
Nugroho, A., Rahmawati, D., & Hidayat, F. (2025). Digital transformation in Indonesian universities: Opportunities and challenges. International Journal of Educational Technology, 10(1), 45–58. https://doi.org/10.1234/ijet.v10i1.45
Pelu, H., Imbaruddin, A., Rosmiati, & Pelu, S. (2025). Strategi implementasi pelatihan berbasis manajerial agility di Balai Diklat Keagamaan Makassar. SOCIAL: Jurnal Inovasi Pendidikan IPS, 5(1). https://doi.org/10.38075/socia.v5i1.123
Pratama, D. (2024). The role of social support in student academic persistence. Journal of Educational Psychology, 11(1), 12–28. https://doi.org/10.1234/jep.v11i1.12
Pratama, I., & Sari, D. (2024). English for academic purposes: A review of current practices in Indonesia. Journal of Language and Education, 8(3), 200–215. https://doi.org/10.1234/jle.v8i3.200
Pratiwi, D. (2021). Heterogeneity in student proficiency: A challenge for HEIs. Indonesian Journal of English Education, 6(2), 95–110. https://doi.org/10.1234/ijee.v6i2.95
Putra, H. (2024). Cloud-based learning: Flexibility in modern education. Journal of Digital Transformation, 14(1), 40–55. https://doi.org/10.1234/jdt.v14i1.40
Putri, S. A. (2023). Motivasi mahasiswa baru: Tantangan dalam masa transisi akademik. Jurnal Psikologi Pendidikan Indonesia, 12(1), 33–47. https://doi.org/10.1234/jppi.v12i1.33
Ramadhan, T. (2022). Psychological drivers of student persistence. Journal of University Student Development, 9(3), 200–215. https://doi.org/10.1234/jusd.v9i3.200
Ramdani, F. (2024). Gamified competition and its effect on peer solidarity. Journal of Educational Technology, 15(2), 220–235. https://doi.org/10.1234/jet.v15i2.220
Santoso, B. (2021). Faktor-faktor yang mempengaruhi rendahnya motivasi belajar Bahasa Inggris pada mahasiswa tahun pertama. Jurnal Ilmiah Pendidikan, 7(2), 89–102. https://doi.org/10.1234/jip.v7i2.89
Saputri, E., & Widodo, A. (2024). Perceived relevance and academic motivation. Journal of Educational Psychology, 11(2), 150–165. https://doi.org/10.1234/jep.v11i2.150
Sari, P. (2022). Creating supportive environments for language learning. Journal of English Language Teaching and Research, 7(1), 30–45. https://doi.org/10.1234/jeltr.v7i1.30
Setiawan, E. (2024). Gamification in language learning: The role of digital platforms in enhancing engagement. Educational Technology Review, 15(4), 310–325. https://doi.org/10.1234/etr.v15i4.310
Sudirman, A., & Pelu, H. (2024). Performance allowances in relation to work unit performance load. Journal of Education, Administration, Training, and Religion, 5(2). https://doi.org/10.38075/jen.v5i2.520
Suryani, L., & Wijaya, H. (2025). Self-regulation strategies in the digital age of learning. Journal of University Student Development, 12(1), 101–118. https://doi.org/10.1234/jusd.v12i1.101
Susanto, A. (2023). Safe spaces in digital learning: An ethnographic study. Journal of Modern Language Teaching, 10(2), 180–195. https://doi.org/10.1234/jmlt.v10i2.180
Utami, W., & Pratama, F. (2024). The effect of progress tracking on student engagement. Journal of Digital Educational Media, 8(3), 330–345. https://doi.org/10.1234/jdem.v8i3.330
Wicaksono, Y. (2023). Blended learning and its impact on student engagement in modern higher education. Journal of Digital Learning, 9(2), 150–165. https://doi.org/10.1234/jdl.v9i2.150
Wulandari, R. (2023). From textbooks to digital screens: A study on student preference. Journal of Educational Media, 15(4), 410–425. https://doi.org/10.1234/jem.v15i4.410
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Anzar Agus, Hanafi Pelu, Rosmiati Rosmiati
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
