Effects of Using Tiered Instruction and Gamification Teaching Method on English Oral Communication of Ninth Grade Students

This quasi-experimental research was conducted with two purposes: 1) to investigate the effects of tiered instruction and the gamification teaching method on students’ English oral communication and 2) to compare the effects between tiered instruction and gamification teaching method and conventional instruction on students’ English oral communication. The participants were ninth-grade students of a small-sized secondary public school selected by purposive sampling into an experimental group of 22 students learned by tiered instruction and gamification teaching method, and a control group of 18 students learned by conventional instruction. The research instruments consisted of parallel pre-test and post-test of English oral communication and lesson plans of tiered instruction and gamification teaching method and conventional instruction. The data were analyzed using descriptive analysis, paired t-test, independent t-tests, and effect size. The findings revealed that the experimental group had higher mean scores of English oral communication in overall view than before the experiment at .05 significant level and their mean scores in four out of five elements improved significantly. Besides, the experimental group had higher mean score of English oral communication than the control group at .05 significant level.