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ENHANCING ENGLISH LEARNING WITH QUIZIZZ: A REVIEW OF STUDENTS' PERSPECTIVES Rizky Ayuk Juvanichasari; Yoyok Andriyanto; Wiyaka
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 04 (2023): Volume 09 No. 04 September 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i04.1767

Abstract

Abstract. This article presents a comprehensive review of the effectiveness of Quizizz as an online learning platform for teaching English, with a focus on students' perceptions. The integration of technology in English language education has become increasingly important, and Quizizz has gained popularity as a tool for enhancing reading and vocabulary skills. The study examines the impact of Quizizz on various aspects of the learning process, including interest, understanding, interactivity, collaboration, motivation, critical thinking, error improvement, and exam preparedness. Through the analysis of selected articles, this review provides valuable insights and perspectives on the application of Quizizz in English language education. Keywords: Quizizz, online learning platform, English language teaching, student perceptions, effectiveness.
Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School Dian Septia Munasih; Entika Fani Prastikawati; Wiyaka Wiyaka; Moses Adeleke Adeoye
Educalingua Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.411

Abstract

The study examines English Teachers’ knowledge and attitudes concerning different assessment methods in SMK Ky Ageng Giri. Understanding assessment concepts helps teachers choose and create the best methods to assess students. How much SMK instructors Ky Ageng Giri knew about writing assessment and if they had formal training before instructing are two major research topics. Three SMK Ky Ageng Giri English teachers complete open-ended surveys and classroom observations. The poll found that most individuals had some formal training, but 33.3% had none. All teachers claimed they had no formal assessment writing training. More than half complained about creating evaluation projects to evaluate their students. The open-ended questionnaire answers match class practice and evaluation background. The study aims to evaluate the implementation of current educational programs in classrooms and identify assessment writing concerns among English teachers to inspire Vocational School teachers to review their assessment processes.