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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Wahyu Satya Gumelar
Pendidikan Bahasa Inggris, FKIP Universitas Islam Nusantara
Languange, Linguistic, Communication & Media

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Students’ Perceptions of Quizizz as a Formative Assessment Tool for Reading Comprehension in EFL Learning Dea Alawiah Amini; Wahyu Satya Gumelar; Riki Ruswandi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6412

Abstract

The primary purpose of this study was to explore the application of Quizizz as a formative assessment tool in teaching reading comprehension in English as a Foreign Language (EFL) classrooms. This study examines high school students’ perceptions of quizzes as a formative assessment tool for reading comprehension within EFL contexts. It focuses on increasing digital-based learning engagement among high school students. Using a quantitative research design, this study surveyed 58 eleventh-grade students from SMA PGRI 2 Bandung who had experience using Quizizz in reading activities. Data were collected through a validated 27-item questionnaire using a 5-point Likert scale (Cronbach's Alpha = 0.898). The results revealed that the average student response was in the "High" category (M = 3.43), indicating positive perceptions across aspects such as interactivity, gamification, feedback effectiveness, and ease of use. However, some students reported challenges, including time pressure and technical limitations. This study suggests quizzes can be an effective tool for formative assessment of reading comprehension, especially when integrated with supporting instruction. The broader implications emphasize the importance of digital literacy among teachers and the need for infrastructure to support gamified assessment in EFL learning.
Effectiveness of Wordwall as an Interactive Digital Tool for Teaching Vocabulary to Enhance Writing Skills of First Year Students Rina Puspitasari Puspitasari; Wahyu Satya Gumelar; M Andriana Gaffar
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6423

Abstract

This study evaluates the effectiveness of Wordwall, a gamified digital platform for vocabulary learning, in improving vocabulary mastery and procedural-writing quality among first-year vocational students in a Karawitan (traditional arts) program. Using a quasi-experimental pre-test–post-test design, two intact classes received different instructional treatments across three meetings held over a two-week period, the experimental class completed Wordwall activities, whereas the control class followed conventional methods. After initial differences were controlled with ANCOVA, the experimental class showed a significantly larger vocabulary gain (partial η² = 0.25) and greater improvements in lexical variety and technical accuracy in writing than the control class. These findings indicate that integrating Wordwall boosts student engagement and successfully transfers technical vocabulary to procedural texts. Therefore, teachers can adopt vocationally themed Wordwall tasks to accelerate language learning, and policy-makers should provide training and digital infrastructure so that interactive tools like Wordwall can be implemented widely in vocational schools.
Co-Authors Dea Alawiah Amini M Andriana Gaffar Riki Ruswandi Rina Puspitasari Puspitasari