INDONESIA:
Penelitian ini bertujuan untuk mendeskripsikan persepsi guru terhadap asesmen gamifikasi dalam pengembangan kosakata peserta didik di MTsN 2 Bangka Barat.

Penelitian menggunakan pendekatan kualitatif dengan metode studi deskriptif. Data diperoleh melalui wawancara, observasi, dan dokumentasi terhadap guru Bahasa Inggris pada tahun ajaran 2025/2026.

Hasil penelitian menunjukkan bahwa guru memiliki persepsi positif terhadap penerapan asesmen gamifikasi karena dinilai mampu meningkatkan motivasi, perhatian, dan keterlibatan peserta didik dalam mempelajari kosakata. Elemen gamifikasi seperti poin, lencana, level, dan papan peringkat dianggap dapat membuat pembelajaran lebih menarik dan kompetitif secara sehat. Asesmen gamifikasi juga memberikan umpan balik cepat sehingga membantu guru memantau perkembangan penguasaan kosakata peserta didik secara lebih efektif. Namun, beberapa kendala ditemukan, seperti keterbatasan fasilitas teknologi dan kesiapan guru dalam merancang asesmen berbasis gamifikasi. Secara keseluruhan, asesmen gamifikasi dipandang sebagai strategi yang potensial untuk mendukung pengembangan kosakata dalam pembelajaran Bahasa Inggris.

ENGLISH:
This study aims to describe teachers’ perceptions of gamified assessment in the development of students’ vocabulary at MTsN 2 Bangka Barat.

The study employs a qualitative approach with a descriptive method. Data were collected through interviews, observations, and documentation involving English teachers during the 2025/2026 academic year.

The findings indicate that teachers hold positive perceptions of the implementation of gamified assessment, as it is considered capable of enhancing students’ motivation, attention, and engagement in learning vocabulary. Gamification elements such as points, badges, levels, and leaderboards are perceived to make learning more engaging and promote healthy competition. Gamified assessment also provides immediate feedback, enabling teachers to monitor students’ vocabulary development more effectively. However, several challenges were identified, including limited technological facilities and teachers’ readiness in designing gamified assessments. Overall, gamified assessment is viewed as a potential and effective strategy to support vocabulary development in English language learning.