Anisah Setyaningrum, Deviana Putri

Pre-service English Teachers’ Voices Toward The Use of Quizizz in Learning Tourism

Introduction

Pre-service english teachers’ voices toward the use of quizizz in learning tourism. Explore pre-service English teachers' perspectives on using Quizizz for tourism learning. This study, involving 30 teachers, found strong favor for Quizizz in developing English skills and for future use.

Abstract

Tourism courses assist pre-service English teachers in developing their English abilities in the appropriate contexts. The pre-service English teachers learn particular terminology and the application of English in the tourism business, such as identifying tourist sights and culture and communicating with international guests. Quizizz is one of the exciting learning evaluation media which is commonly used in a learning process. This study aims to explore the pre-service English teachers’ voices toward the use of Quizizz in learning Tourism. In collecting the data, the researchers used a questionnaire. The questionnaire was adopted from the previous study, which was conducted by Basuki (2019). The participants were 30 pre-service English teachers of an Islamic state university in Central Java, Indonesia. Based on the analyzed data, it was found that the pre-service English teachers who participated in this study favoured incorporating Quizizz as a website and app into their tourism studies. Furthermore, most of them agreed to use Quizizz in their future lectures

Review

This study investigates pre-service English teachers' perceptions regarding the integration of Quizizz in tourism English language learning, addressing a pertinent area in English for Specific Purposes (ESP) within teacher education. The context is particularly relevant given the necessity for future English teachers to develop specialized language skills applicable to industries like tourism, encompassing specific terminology and communication strategies. Employing a questionnaire adopted from a previous study, the researchers gathered data from 30 pre-service English teachers at an Islamic state university in Central Java, Indonesia, aiming to capture their "voices" on this technological tool. The findings indicate a largely positive reception, with participants expressing favor towards incorporating Quizizz into their tourism studies and anticipating its use in their future teaching endeavors. While this positive affirmation highlights the potential for Quizizz as an engaging evaluative and learning tool, the abstract's sole reliance on a questionnaire to capture "voices" might present a limitation in fully exploring the depth and nuances of these perceptions. Richer qualitative data, perhaps through interviews or focus groups, could have provided more detailed insights into *why* Quizizz was favored, identifying specific features, pedagogical benefits, or even potential challenges encountered by the pre-service teachers. Furthermore, the relatively small sample size and specific institutional context limit the generalizability of these findings across broader populations of pre-service teachers. Despite these methodological considerations, the study offers valuable initial insights into the acceptance of educational technology in a specialized language learning context within Indonesian higher education. Future research could expand upon these findings by employing a mixed-methods approach to comprehensively explore the impact of Quizizz on actual learning outcomes, such as vocabulary acquisition or communicative competence, rather than solely focusing on perceptions. Additionally, investigating the specific pedagogical practices surrounding Quizizz implementation and replicating the study with larger, more diverse participant groups could further illuminate its effectiveness and applicability in varied educational settings.

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