Effect of Quizizz Towards the Eleventh-Grade English Students’ Reading Comprehension in Mobile Learning Context

Abstract

The research’s aim was to investigate the effect of Quizizz towards the eleventh grade students’ English study. A quasi-experimental utilizing a post-test only control group was employed for data gathering. Research’s population included eleventh-grade students in SMA Negeri 4 Singaraja. The sample was 37 students of XI IPS 1 as the experimental group who were treated through Quizizz and 36 students of XI IPS 2 as the control group who were treated through conventional teaching strategy. The method of data collection employed multiple choice test. The result showed scores of experimental group (M=83.08, p value=0.018) and control group (M=80.77, p value= 0.018). Mean score of experimental group was higher than the control group (83.08>80.77) and the p value was 0.018 or less than 0.05. The small effect was supported by result specification of reading comprehension text dominated by literal recognition aspects. In conclusion, Quizizz affected students reading comprehension.

Exploring Students' Views in the Use of Quizizz as an Assessment Tool in English as a Foreign Language (EFL) Class

“…Thus, they have to read quickly using the skimming method. It is in line with what Priyanti, Santosa, and Dewi [26] argued that the use of Quizizz results in a better reading comprehension achievement than the conventional teaching strategy. Besides, Rraku [27,28] asserts that skimming the text aims to grasp the main idea, identify the text structure, and confirm the readers' predictions.…”

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

“…Altogether, ten articles were eventually included in the final analysis [48][49][50][51][52][53][54][55][56][57]. Three of them originated in Indonesia [53][54][55], two in Saudi Arabia [50,51], and one in India [48], Jordan [49], Iran [52], Russia [56], and China [57]. Most of them used different mobile apps and platforms.…”

“…However, in two studies [48,50], WhatsApp was applied and in another two studies [49,56], the authors used the Quizlet learning platform. Although the authors of the selected studies explored the effect of mobile apps, only six studies [49,[51][52][53][54][55] might be considered in this sense, since they had both an experimental and a control group and conducted pre-and post-tests. Furthermore, there were huge differences in the detected studies in terms of the subject samples and the length of the intervention period.…”

“…Despite the methodological differences, the findings of all of the identified studies [48][49][50][51][52][53][54][55][56][57] showed an improvement in reading comprehension after the treatment with MALL and that the use of MALL, respectively mobile applications, is on the rise in second language acquisition. Moreover, in several studies, a positive attitude and enhanced motivation of learners when using mobile apps was found [48,50,[55][56][57].…”

Use of Quizizz In Improving Students' Reading Skill

“…The use of Quizizz as learning media in school successfully helped the teachers to improve students' motivation in reading and also improve learning outcomes. According to Priyanti et al, (2019), Quizizz affected students' reading comprehension because through this application, there are many learning creations that unwittingly make students learn more.…”