GAMIFIED LEARNING ENVIRONMENT BY UTILZING BAMBOOZLE FOR EFL : SECONDARY TEACHER & STUDENTS’ VOICE

Abstract

This study comperhends the Student and Teacher perspective by utilizing Bamboozle  platforms in EFL Secondary Classroom. This study is designed by applying qualitative  approach.  The  data  sources  taken  in  one  of  the  school  in  Banten  Province.  Georaphically supported and facilitated by technology and also boosted by the needs  of the curriculum to advance the technological context. The English teacher  and Eive Students  were  Semi  Structured  Interviewed  and  observed,  supported  by  the  documentation. The data analyzed by using  thematic analysis shows  that,  the study  highlights students' increased readiness to speak in English. Because of Bamboozle's  gamiEication, users are more motivated and engaged, which promotes a more positive  attitude toward language learning. The study also reveals how to create a fun learning  environment.  With  its  dynamic  and  comfortable  environment,  Bamboozle's  interactive  features  and  adaptive  design  accommodate  a  wide  range  of  learning  preferences,  allowing  students  to  progress  through  language  lessons  at  their  own  speed.  Furthermore, studies show that incorporating Bamboozle into the classroom  makes it easier for teachers to manage. The platform's Elexible tools and easy-to-use  interface help teachers organize and run their classes effectively. Teachers are able to  concentrate  on  providing  high-quality  instruction,  encouraging  effective  communication,  and  customizing  lessons  to  Eit  the  speciEic  requirements  of  EFL  learners because of this streamlining effect.