THE EFFECT OF QUIZIZZ APPLICATION IN READING COMPREHENSION TOWARD THE SECOND GRADE STUDENTS AT SMP NEGERI 1 TELLU SIATTINGE
DOI:
https://doi.org/10.53625/joel.v1i11.2703Keywords:
Effect, Quizizz, Reading ComprehensionAbstract
This research purposed to investigate some impacts of the Quizizz application in reading comprehension at Junior High School students and selected a quantitative approach by using quasi-experimental method. Nonrandomized experimental group and control group design were applied in this research. Some participants were the second grade students at SMP Negeri 1 Tellu Siattinge. The instrument selected pre-test and post-test in experimental and control groups in the part of reading tests toward students. Then the result appeared the mean score of pre-test in the experimental group was 63.61, and the control group was 63.65. While the mean score of post-test in the experimental group was 82.84, and the post-test of the control group was 75.61. The independent sample t test analysis of post-test from both classes showed the value of significance (2-tailed) was 0.000, while the mean of Sig. (2-tailed) was lower than 0.05. This result showed that H1 was accepted, and H0 was rejected. The researcher inferred that there was an improvement to the ability of students for reading comprehension through Quizizz application.
References
Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: the Students’ Perspectives. July. https://doi.org/10.4108/eai.27-4-2019.2285331
Dewi, K. S., Myartawan, I. P. N. W., Swari, N. K. T. A., & Sugihartini, N. (2020). Quizizz Effect on Students’ Grammar Mastery in Higher Efl Classroom Based Mobile Assisted Language Learning (Mall). Language and Education Journal Undiksha, 3(1), 15–24.
Juniarta, P. A. K., Dewi, K. S., Mahendrayana, G., & Swandana, I. W. (2020). The Analysis on the Implementation of Mobile-Assisted Language Learning Strategy Through Quizizz Application to Improve Student’s Reading Comprehension at Undiksha Singaraja. 394(Icirad 2019), 323–327. https://doi.org/10.2991/assehr.k.200115.053
Meo, F. Di, & Martí-Ballester, C. P. (2020). Effects of the perceptions of online quizzes and electronic devices on student performance. Australasian Journal of Educational Technology, 36(1), 111–125. https://doi.org/10.14742/ajet.4888
Neufeld, P. (2005). Comprehension Instruction in Content Area Classes. International Reading Association, 59(4), 302–312. https://doi.org/10.1598/rt.59.4.1
Ningrum, D. W. (2022). The Utilization Of Quizizz Application In Online Learning. Eltin Journal: Journal of English Language Teaching in Indonesia, 10(1), 55–64.
Pitoyo, M. D., Sumardi, & Asib, A. (2019). Gamification based assessment: A test anxiety reductuion through game elements in quizizz platform. International Online Journal of Education and Teaching (IOJET), 6(3), 456–471.
Priyanti, N. W. I., Santosa, M. H., & Dewi, K. S. (2019). Effect of Quizizz Towards the Eleventh-Grade English Students’ Reading Comprehension in Mobile Learning Context. Language and Education Journal Undiksha, 2(2), 71–80. https://doi.org/10.23887/leju.v2i2.20323
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching. Methodology in Language Teaching. https://doi.org/10.1017/cbo9780511667190
Yunus, C. C. A., & Hua, T. K. (2021). Exploring a gamified learning tool in the ESL classroom: The case of Quizizz. Journal of Education and E-Learning Research, 8(1), 103–108. https://doi.org/10.20448/JOURNAL.509.2021.81.103.108
Zalika, V., Djunaidi, & Hidayad, F. (2020). Quizizz As An Alternative Game For Teaching Narrative Texts To Junior High School Students. English Empower, 5(2), 76–78.
