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The objectives of this research were 1) to study the attitude of learners before and after learning management by using the game technique in English for Self-direction course, 2) to compare the learning outcomes of the learners before and after the learning management by using the game technique, and 3) to assess the learners' satisfaction after learning management by using the game technique. The research samples were first-year students of Early Childhood Education and Culinary Technology and Service who enrolled in English for Self-direction course for 37 students. The instrument used in this research consisted of: 1) the attitude test with content validity, showing 0.93 and the reliability of Cronbach alpha coefficient at 0.77, 2) the learning management plan of English for Self-direction course using gamification technique with content validity, representing a mean of 4.42, 3) learning achievement test with difficulties range of 0.64, the discriminating powers range of 0.33 and reliability of Cronbach alpha coefficient of 0.71, and 4) satisfaction assessment form towards learning management by using gamification techniques data with content validity, showing 0.95 and reliability of Cronbach alpha coefficient of 0.92. The statistics for data analysis were mean, standard deviation, percentage, and t-test: paired two sample. The results indicated that the average score of learners’ attitudes towards English learning by using gamification was higher. The mean of attitude test before experiment was 3.50 or 70 percent and it increased to 4.08 or 81.6 percent, ranked a high level after experiment. In terms of learning outcomes, it showed that the learning outcomes of learners after using the gamification technique was higher. The mean of pre-test was 13.76 and the average score of post-test was 30.43. In terms of satisfaction, the overall average score was 4.32 or 86.4 percent, ranked a high level.
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