Enhancing the Students’ Grammar Achievements of Conditional Sentences by Using Quizizz Platform in Senior High School
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Keywords:
Quizizz, Grammar, Conditional sentences, Classroom Action Research, Senior High School
Abstract
Grammar Instruction in MAN Kota Blitar especially in class XI IPS 2 is not satisfactory. Because of that reason, the reserchers conducted a classroom action research to investigate 35 learners’ Grammar improvement of conditional sentence by using quizizz platform. The procedures of this research included: Planning, Acting, Observing, and Evaluating. For gaining the data, the researchers used Test and Questionnaire.The finding revealed that the Quizizz platform could enhance the stuudents’ achievement as well as gained positive views from students. Therefore, the researchers suggest the English teachers to use Quizizz Platform for creating joyful learning in or outside of the classroom.
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References
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Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233–244.
De-Marcos, L., Domínguez, A., Saenz-De-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91. https://doi.org/10.1016/J.COMPEDU.2014.01.012
Fadhilawati, D. (2019). Improving the Students’ Grammar Achievement on Conditional Sentences by Using Memrise. Langlit An International Per-Reviewed Open Access Journal, 5(4), 83–95.
Fadhilawati, D. (2021). Using Quizizz Application for Learning and Evaluating Grammar Material. Josar, 6(1). Retrieved from josar.unisbablitar.ejournal.web.id
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Jannah, N. A., & Perdana, I. (2020). the Efl Students ’ Perceptions of Using Quizizz. Proceeding of Shepo, 2020(2003), 128–130.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. In The Action Research Planner: Doing Critical Participatory Action Research. https://doi.org/10.1007/978-981-4560-67-2
Kim, H. F., & Hikosaka, O. (2015). Parallel basal ganglia circuits for voluntary and automatic behaviour to reach rewards. Brain, 138(7), 1776–1800. https://doi.org/10.1093/brain/awv134
Mac Namara, D., & Murphy, L. (2017). Online versus offline perspectives on gamified learning. CEUR Workshop Proceedings, 1857, 47–52.
Pitoyo, M. D., Sumardi, S., & Asib, A. (2019). Gamification based assessment: A Test Anxiety Reduction through Game Elements in Quizizz Platform. International Online Journal of Education and Teaching (IOJET), 6(3), 456–471. Retrieved from http://iojet.org/index.php/IOJET/article/view/626
Rahayu, I. S. D., & Purnawarman, P. (2019). The Use of Quizizz in Improving Students’ Grammar Understanding through Self-Assessment. ATLANTIS PRESS, 254(Conaplin 2018), 102–106. https://doi.org/10.2991/conaplin-18.2019.235
Refnita, L. (2017). The effect of regular quizzes towards students’ achievement in a content-based subject. English Language Teaching and Research, 1(1), 176–189.
Yan mei, S., Yan Ju, S., & Adam, Z. (2019). Implementing Quizizz as Game Based Learning in the Arabic Classroom. European Journal of Social Science Education and Research, 5(1), 194–198. https://doi.org/10.2478/ejser-2018-0022
Zhao, F. (2019). Using quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37–43. https://doi.org/10.5430/ijhe.v8n1p37
Zuhriyah, S., & Pratolo, B. W. (2020). Exploring students’ views in the use of quizizz as an assessment tool in english as a foreign language (efl) class. Universal Journal of Educational Research, 8(11), 5312–5317. https://doi.org/10.13189/ujer.2020.081132
Aşıksoy, G., & Sorakin, Y. (2018). The effects of clicker-aided flipped classroom model on learning achievement, Physics anxiety and students’ perceptions. International Online Journal of Education and Teaching (IOJET), 5(2), 334–346. Retrieved from http://iojet.org/index.php/IOJET/article/view/389/238
Cadieux Bolden, D., Hurt, J., & Richardson, M. K. (2017). Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report. I.E.: Inquiry in Education, 9(1), 2.
Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233–244.
De-Marcos, L., Domínguez, A., Saenz-De-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91. https://doi.org/10.1016/J.COMPEDU.2014.01.012
Fadhilawati, D. (2019). Improving the Students’ Grammar Achievement on Conditional Sentences by Using Memrise. Langlit An International Per-Reviewed Open Access Journal, 5(4), 83–95.
Fadhilawati, D. (2021). Using Quizizz Application for Learning and Evaluating Grammar Material. Josar, 6(1). Retrieved from josar.unisbablitar.ejournal.web.id
Hamilton-Hankins, O. J. (2017). The impact of technology integration on the engagement levels of ten second grade students in an english language arts classroom. Dissertation Abstracts International Section A: Humanities and Social Sciences, 369. Retrieved from https://search.proquest.com/docview/2050129163?accountid=14515%0Ahttp://ucelinks.cdlib.org:8888/sfx_local?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:PsycINFO&atitle=&title=The+impact+of+techno
Jannah, N. A., & Perdana, I. (2020). the Efl Students ’ Perceptions of Using Quizizz. Proceeding of Shepo, 2020(2003), 128–130.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. In The Action Research Planner: Doing Critical Participatory Action Research. https://doi.org/10.1007/978-981-4560-67-2
Kim, H. F., & Hikosaka, O. (2015). Parallel basal ganglia circuits for voluntary and automatic behaviour to reach rewards. Brain, 138(7), 1776–1800. https://doi.org/10.1093/brain/awv134
Mac Namara, D., & Murphy, L. (2017). Online versus offline perspectives on gamified learning. CEUR Workshop Proceedings, 1857, 47–52.
Pitoyo, M. D., Sumardi, S., & Asib, A. (2019). Gamification based assessment: A Test Anxiety Reduction through Game Elements in Quizizz Platform. International Online Journal of Education and Teaching (IOJET), 6(3), 456–471. Retrieved from http://iojet.org/index.php/IOJET/article/view/626
Rahayu, I. S. D., & Purnawarman, P. (2019). The Use of Quizizz in Improving Students’ Grammar Understanding through Self-Assessment. ATLANTIS PRESS, 254(Conaplin 2018), 102–106. https://doi.org/10.2991/conaplin-18.2019.235
Refnita, L. (2017). The effect of regular quizzes towards students’ achievement in a content-based subject. English Language Teaching and Research, 1(1), 176–189.
Yan mei, S., Yan Ju, S., & Adam, Z. (2019). Implementing Quizizz as Game Based Learning in the Arabic Classroom. European Journal of Social Science Education and Research, 5(1), 194–198. https://doi.org/10.2478/ejser-2018-0022
Zhao, F. (2019). Using quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37–43. https://doi.org/10.5430/ijhe.v8n1p37
Zuhriyah, S., & Pratolo, B. W. (2020). Exploring students’ views in the use of quizizz as an assessment tool in english as a foreign language (efl) class. Universal Journal of Educational Research, 8(11), 5312–5317. https://doi.org/10.13189/ujer.2020.081132
Published
2021-09-22
How to Cite
Moh. Mansur, & Fadhilawati, D. (2021). Enhancing the Students’ Grammar Achievements of Conditional Sentences by Using Quizizz Platform in Senior High School. JARES (Journal of Academic Research and Sciences), 6(2), 1-10. https://doi.org/10.35457/jares.v6i2.1633
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