Mega Victoria Relmasira, Rosina Lekawael, Rice Pesiwarissa

The Implementation of Quizizz Media to Improve Students’ English Learning Achievement at SMP Negeri 9 Ambon

Introduction

The implementation of quizizz media to improve students’ english learning achievement at smp negeri 9 ambon. Discover how Quizizz media significantly improves English learning achievement for students at SMP Negeri 9 Ambon. This Classroom Action Research study shows remarkable score and mastery gains.

Abstract

This study aims to improve the English learning achievement of students at SMP Negeri 9 Ambon through the use of Quizizz media. The method employed was Classroom Action Research (CAR), which was conducted in two cycles involving 20 students from class VIII-10. Data were collected through observation, documentation, and tests, then analyzed using a descriptive comparative approach. The findings revealed that the students’ average score in the pre-cycle was 69 with a mastery percentage of 50%. After implementing Quizizz, students’ achievement improved in Cycle I with an average score of 78.75 and a mastery rate of 70%, and further increased in Cycle II with an average of 88.1 and 100% mastery. These results indicate that the application of Quizizz can enhance students’ engagement in learning and positively impact their English learning achievement

Review

This study presents a clear and concise investigation into the efficacy of Quizizz media for enhancing English learning achievement among eighth-grade students at SMP Negeri 9 Ambon. The research design, employing Classroom Action Research (CAR) across two cycles with a defined group of 20 students, is well-suited to the study's objective of immediate pedagogical improvement within a specific classroom setting. The incremental improvements observed from a pre-cycle average score of 69 (50% mastery) to 78.75 (70% mastery) in Cycle I, and further to 88.1 (100% mastery) in Cycle II, strongly support the central hypothesis. This structured approach provides robust evidence for the positive impact of Quizizz on student performance. The findings demonstrate a compelling progression in student achievement, suggesting that Quizizz not only aids in knowledge acquisition but also significantly boosts student engagement, leading to complete mastery within the observed timeframe. The significant jump in average scores and, crucially, the 100% mastery rate achieved by the end of Cycle II, are noteworthy indicators of the intervention's success. This study contributes valuable evidence to the growing body of literature on the benefits of integrating digital gamified tools in language education, particularly for improving measurable learning outcomes and fostering a more engaging classroom environment. The practical implications for educators seeking effective and accessible methods to enhance student performance are considerable. While the study effectively demonstrates immediate improvements within its specific context, certain aspects common to CAR designs warrant consideration. The relatively small sample size and the context-specific nature of CAR mean that direct generalizability to broader populations or different educational settings should be approached with caution. Future research could benefit from exploring the long-term retention of knowledge, investigating student perceptions and attitudes towards Quizizz through qualitative data, or comparing its effectiveness against other digital learning tools or traditional methods. Nevertheless, this paper offers a strong case for the utility of Quizizz and provides a valuable reference for teachers and researchers interested in technology-enhanced language learning interventions.

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