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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan
Amalia, Dinda Firly
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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QUIZIZZ WEBSITE AS AN ONLINE ASSESSMENT FOR ENGLISH TEACHING AND LEARNING: STUDENTS’ PERSPECTIVES Amalia, Dinda Firly
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 7, No 1 (2020)
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (386.362 KB) | DOI: 10.33394/jo-elt.v7i1.2638

Abstract

This paper aimed to investigate the students? perspectives toward the use of Quizizz as an online assessment tool for English teaching and learning, especially on a formative one. The research design of this study was descriptive qualitative. The subjects of the study were 20 students of Dynamic English Course. The data was collected by asking the students to fill the questionnaire. The data analysis was implementing the Likert Scale. The result of the study showed positive perspectives of the students toward the use of Quizizz. In conclusion, the students strongly agreed that Quizizz has an attractive display which is interesting and fun, students can?t cheat during the test, Quizizz creates a competitive atmosphere in the classroom, and Quizizz is better than the offline traditional test.
Do Generation Z Pre-Service ESL Teachers Perceive Artificial Intelligence Negatively? Rasch Analysis Hasanuddin, Nurqadriyanti; Amalia, Dinda Firly; Ramadhan, Teuku Muhammad Hary; Qudratuddarsi, Hilman
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 6, No 4 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v6i4.502

Abstract

This study investigates the negative attitudes of pre-service English as a Second Language (ESL) teachers toward the integration of Artificial Intelligence (AI) in education. Using a quantitative cross-sectional survey design, data were collected from 363 undergraduate students enrolled in teacher education programs. The participants completed the Negative Attitudes Toward Artificial Intelligence (NATAI) scale which was validated through expert review. Rasch model analysis was employed to examine item fit, reliability, and unidimensionality. The instrument demonstrated high internal consistency (Cronbach’s Alpha = 0.84), strong person and item reliability (0.80 and 0.98, respectively), and solid construct validity. The Wright Map revealed a moderate to high concern among students, particularly about AI's emotional and ethical implications. Differential Item Functioning (DIF) analysis based on year of study and gender showed minimal variation across groups, with third-year students expressing slightly stronger ethical concerns. A one-way ANOVA and independent t-test confirmed no significant difference in attitudes based on the year of study, suggesting uniform skepticism across cohorts. These findings imply a need for teacher education curricula to address AI literacy and integrate balanced perspectives to prepare future educators for AI-enhanced classrooms.
Co-Authors Hasanuddin, Nurqadriyanti QUDRATUDDARSI, HILMAN Ramadhan, Teuku Muhammad Hary