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Affixation of Depaha dialect ., Ngurah Putra Bayu Krisna; ., Dr. I Gede Budasi, M.Ed.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

This study aimed at 1) describing inflectional and derivational prefixes and suffixes 2) determining prefixes and suffixes which belong to inflectional morpheme and 3) determining prefixes and suffixes which belong to derivational morpheme . This research was a descriptive qualitative research. The informant sample were chosen based on set criteria and one of the important criteria was the informant must belonged to the original people of Depaha village. The data were collected based on three instruments, namely: researcher as the main instruments, tape recorder and word list. The results of the study show that there are no prefix and three suffixes in Depaha dialect. The suffixes are {-nine}, {-an}and {-nane}. All suffixes were not change the part of speech which means all suffixes belonged to derivational morpheme. There was no indication of prefixes because some words Depaha dialect were influenced by another language. Kata Kunci : Depaha dialect, Affixation, Prefixes, Suffixes, Morpheme This study aimed at 1) describing inflectional and derivational prefixes and suffixes 2) determining prefixes and suffixes which belong to inflectional morpheme and 3) determining prefixes and suffixes which belong to derivational morpheme . This research was a descriptive qualitative research. The informant sample were chosen based on set criteria and one of the important criteria was the informant must belonged to the original people of Depaha village. The data were collected based on three instruments, namely: researcher as the main instruments, tape recorder and word list. The results of the study show that there are no prefix and three suffixes in Depaha dialect. The suffixes are {-nine}, {-an}and {-nane}. All suffixes were not change the part of speech which means all suffixes belonged to derivational morpheme. There was no indication of prefixes because some words Depaha dialect were influenced by another language. keyword : Depaha dialect, Affixation, Prefixes, Suffixes, Morpheme

Judges Analysis of Infographic Media Research Methodology Sugihartini, Nyoman; Agustini, Ketut; Saindra Santyadiputra, Gede; Sintya Dewi, Kadek
JPI (Jurnal Pendidikan Indonesia) Vol 7, No 2 (2018)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v7i2.16134

This study aimed to design and implement the results of the video design of SOP Types - Types of Research for Lecture Research Methodology Based on Infographic Animation. The development of this video aimed to provide information about the Standard Operating Procedure (SOP) Research to all academics who are studying educational research methodology. The method used was research and development. The model used in building this technology was the ADDIE Model. The stages in the ADDIE model are Analysis (analysis), Design (design), Development (development), Implementation (implementation), and Evaluation (evaluation). The final result of this project is in the form of an animated video containing several Standard Operating Procedure (SOP) that have been selected to create animated videos. This animated video can display animation in 2 dimensions. This animated video can also be used as a medium for delivering information to be more interesting. However, this article only discussed the results of expert test analysis, which includes: analysis of content experts and analysis media experts.

An Analysis of Lexical Borrowing Used By The Eighth Semester Students of English Language Education in Social Media ., Ni Kadek Yuni Artini; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk mengidentifikasi jenis peminjaman leksikal dan untuk menyelidiki makna dari setiap penggunaan pinjaman leksikal di media sosial terutama di grup Line oleh mahasiswa semester delapan Jurusan Pendidikan Bahasa Inggris. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek dari penelitian ini adalah mahasiswa semester delapan Jurusan Pendidikan Bahasa Inggris. Instrumen yang digunakan dalam penelitian ini adalah smartphone. Data dikumpulkan dengan mengambil tangkapan layar dari percakapan online yang mengandung leksikal borrowing. Data kemudian diururtkan, diklasifikasi, dianalisis, didiskusikan dan disimpulkan berdasarkan klasifikasi teori yang diusulkan oleh Capuz. Hasil dari penelitian ini menunjukkan bahwa ada tiga jenis peminjaman leksikal dari 50 jenis kata dari peminjaman leksikal yang dihasilkan oleh mahasiswa semester delapan. 30 jenis kata termasuk importation, 18 jenis kata termasuk loanblend dan 2 jenis kata termasuk loan translation. Peminjaman leksikal tetap memiliki makna secara harfiah dan beberapa memiliki makna secara tersirat. Kata Kunci : Sosial Media, Jenis Peminjaman Leksikal, Makna Peminjaman leksikal This study aimed at identifying the types of lexical borrowing and to investigate the meaning of each lexical borrowing in social media especially in Line group chatting by the eighth semester students of English Language Education. This study was descriptive qualitative research. The subjects of this study were the eighth semester students of English Language Education. The instrument used in this study was mobile phone. The data were collected by taking the screenshot of any conversation containing lexical borrowing. The data were listed, classified, analyzed, discussed and summarized based on the theory classification proposed by Capuz. The result of this study showed that there were three types of lexical borrowing from fifty (50) words of lexical borrowing produced by the eighth semester students. Thirty (30) words belong to importation, eighteen (18) words belong to loanblend, and two (2) words belong to loan translation. The lexical borrowing still have their literal meaning and some have their implied meaning. keyword : Social Media, Lexical Borrowing Types, Lexical Borrowing MeaninG

The Analysis of Figurative Language and Character Values in Sabrina Benaim's Poetry ., Virginia Helzainka; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.16791

Penelitian ini dimaksudkan untuk mengetahui bahasa kiasan dan nilai karakter yang digunakan dalam puisi Sabrina Benaim "Explaining My Depression to My Mother". Penelitian ini dirancang sebagai penelitian kualitatif deskriptif. Penelitian ini berkaitan dengan variabel tertentu, indikasi atau fenomena tertentu yang terjadi di tempat tertentu. Ditemukan bahwa bahasa kiasan yang ditemukan dalam puisi adalah metafora, simili, personifikasi, hiperbola, litotes, metonimi, paradoks, ironi, denotasi, dan konotasi. Dari puisi ini, beberapa nilai karakter dapat dipelajari. Itu adalah agama, jujur, kreatif, mandiri, ingin tahu, altruistik, ramah, peduli terhadap lingkungan dan kesadaran sosial. Mengajar bahasa Inggris melalui puisi tidak hanya eksposur ke literatur bahasa target tetapi juga mengajarkan nilai moral. Penelitian lebih lanjut disarankan untuk melakukan studi eksperimental terhadap penggunaan puisi dalam pembelajaran bahasa dan nilai karakter.Kata Kunci : Puisi, Bahasa Kiasan, Nilai Karakter The current study intended to find out the figurative language and the character value in used in Sabrina Benaimâ€™s poetry â€œExplaining My Depression to My Motherâ€. This study was designed as a descriptive qualitative research. This research concerned with a certain variable, indication or specific phenomenon happened in a particular place. It was found that the figurative language that found in the poetry are metaphor, simile, personification, hyperbole, understatement, metonymy, paradox, irony, denotation and connotation. From this poetry, several character values can be learnt. Those are religious, honest, creative, independent, curious, altruistic, friendly, care for the environment and social awareness. Teaching English through poetry is not only an exposure to target language literature but also teaching moral value. A further study is suggested to conduct an experimental study toward the use of poetry in language learning and character value.keyword : Poetry, Figurative Language, Character Value

THE EFFECT OF MIND MAPPING STRATEGY ON THE STUDENTS' SPEAKING COMPETENCE OF SMPN 1 SUKASADA ., Ade Putra Sujana Mahardikha; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk menyelidiki apakah penerapan strategi pemetaan pikiran dengan jenis web laba-laba memberikan pengaruh yang berbeda secara signifikan terhadap kompetensi berbicara siswa kelas 8. Penelitian ini menggunakan desain eksperimental dalam bentuk post-test only control group design. Populasi penelitian ini adalah siswa kelas 8 SMPN 1 Sukasada pada tahun akademik 2017/2018. Sampel dipilih menggunakan teknik cluster random sampling, dengan 2 kelas sebagai sampel penelitian. Data dikumpulkan dengan menggunakan tes dan hasilnya dianalisis secara deskriptif serta inferensial. Hasil statistik deskriptif menunjukkan bahwa skor rata-rata kelompok eksperimen adalah 77,32 sedangkan skor rata-rata kelompok kontrol adalah 73,10. Hasil uji-t menunjukkan bahwa nilai t yang diamati lebih tinggi dari nilai kritis yaitu 2,089> 2,0040 (Î± = 0,05). yang menunjukkan bahwa ada perbedaan rata-rata yang signifikan antara kelompok eksperimen dan kelompok kontrol. Dengan demikian, dapat disimpulkan bahwa siswa yang belajar dengan strategi pemetaan pikiran mencapai kompetensi berbicara yang lebih baik dibandingkan dengan mereka yang belajar di lingkungan belajar tradisional. Studi lebih lanjut disarankan untuk menganalisis penggunaan strategi pemetaan pikiran pada berbagai keterampilan belajar seperti menulis, membaca atau mendengarkan. Kata Kunci : Pemetaan pikiran, Berbicara, Strategy pembelajaran This study aimed at investigating whether or not the implementations of mind mapping strategy with spider web types gave any significantly different effect on the 8th grade studentsâ€™ speaking competency. The research used experimental design in the form of post-test only control group design. The population of the study was grade 8 of SMPN 1 Sukasada at the academic years of 2017/2018. Samples were chosen using cluster random sampling technique, with 2 classes as samples of the study. The data were collected using tests and the results were analyzed descriptively as well as inferentially. The result of descriptive statistics showed that the mean score of the experimental group was 77.32 while the mean score of control group was 73.10. The result of t-test showed that the value of t observed is higher than t critical value which is 2.089 > 2.0040 (Î± = 0.05). Which indicated that there was a significant mean difference between experimental group and control group. Thus, it can be concluded that the students who learnt with mind mapping strategy achieved better speaking competency compared to those who learnt in traditional learning environment. Further study is suggested to analyze the use of mind mapping strategy on different learning skills such as writing, reading or listening. keyword : Mind Mapping, Speaking, Learning strategy

CHARACTER EDUCATION IMPLEMENTATION BY THE ENGLISH TEACHER AT JUNIOR HIGH SCHOOL ., Sang Ayu Putu Permata Devi; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18427

Penelitian ini berusaha menggambarkan penyisipan nilai-nilai utama Penguatan Pendidikan Karakter dalam pelajaran bahasa Inggris di SMP Laboratorium Undiksha Singaraja. Penelitian ini merupakan studi kasus. Subjek penelitian ini adalah seorang guru bahasa Inggris dan siswa kelas tujuh. Peneliti mengidentifikasi cara guru dalam menyisipkan nilai-nilai ke dalam Rencana Pelaksanaan Pembelajaran (RPP), pengimplementasiannya dan tanggapan siswa terhadap penerapan nilai-nilai yang disisipkan dalam proses pembelajaran Bahasa Inggris. Nilai-nilai yang diamati seperti religius, nasionalis, mandiri, gotong-royong, dan integritas. Instrumen yang digunakan adalah peneliti, panduan wawancara, catatan, dokumen, ceklis Rencana Pelaksanaan Pembelajaran (RPP), ceklis observasi, kamera, dan kuesioner. Temuan menunjukkan bahwa guru menyisipkan nilai-nilai secara implisit melalui setiap kegiatan yang dirancang dalam Rencana Pelaksanaan Pembelajaran (RPP). Hasil observasi menunjukkan bahwa guru telah menerapkan semua nilai utama. Skor tanggapan siswa mencapai 83,35% yang berarti bahwa mereka selalu menerapkan semua nilai utama pendidikan karakter di kelas.Kata Kunci : pendidikan karaktek, pelajaran bahasa Inggris This study attempted to describe the insertion of the main values of Character Education Revitalization in English lesson at SMP Laboratorium Undiksha Singaraja. This study was a case study design. The subjects were an English teacher and seventh-grade students. The researcher identified the teacher's ways in inserting the values into the lesson plan, the implementation and the studentsâ€™ responses toward the implementation of the values inserted in the learning process. The values were religious, nationalist, self-directedness, mutual cooperation, and integrity. The instruments used were interview guide, note, documents, lesson plan analysis checklist, observation checklist, camera, and questionnaire. The findings indicated that the teacher inserted the values implicitly through each activity designed in the lesson plan. The observations result showed that the teacher has already implemented all of the main values. The students' responses scores gained 83,35% which means that they always implemented all of the values in class activity.keyword : character education, English lesson

CHARACTER EDUCATION IMPLEMENTATION BY THE ENGLISH TEACHER AT JUNIOR HIGH SCHOOL ., Sang Ayu Putu Permata Devi; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18428

Penelitian ini berusaha menggambarkan penyisipan nilai-nilai utama Penguatan Pendidikan Karakter dalam pelajaran bahasa Inggris di SMP Laboratorium Undiksha Singaraja. Penelitian ini merupakan studi kasus. Subjek penelitian ini adalah seorang guru bahasa Inggris dan siswa kelas tujuh. Peneliti mengidentifikasi cara guru dalam menyisipkan nilai-nilai ke dalam Rencana Pelaksanaan Pembelajaran (RPP), pengimplementasiannya dan tanggapan siswa terhadap penerapan nilai-nilai yang disisipkan dalam proses pembelajaran Bahasa Inggris. Nilai-nilai yang diamati seperti religius, nasionalis, mandiri, gotong-royong, dan integritas. Instrumen yang digunakan adalah peneliti, panduan wawancara, catatan, dokumen, ceklis Rencana Pelaksanaan Pembelajaran (RPP), ceklis observasi, kamera, dan kuesioner. Temuan menunjukkan bahwa guru menyisipkan nilai-nilai secara implisit melalui setiap kegiatan yang dirancang dalam Rencana Pelaksanaan Pembelajaran (RPP). Hasil observasi menunjukkan bahwa guru telah menerapkan semua nilai utama. Skor tanggapan siswa mencapai 83,35% yang berarti bahwa mereka selalu menerapkan semua nilai utama pendidikan karakter di kelas.Kata Kunci : pendidikan karaktek, pelajaran bahasa Inggris This study attempted to describe the insertion of the main values of Character Education Revitalization in English lesson at SMP Laboratorium Undiksha Singaraja. This study was a case study design. The subjects were an English teacher and seventh-grade students. The researcher identified the teacher's ways in inserting the values into the lesson plan, the implementation and the studentsâ€™ responses toward the implementation of the values inserted in the learning process. The values were religious, nationalist, self-directedness, mutual cooperation, and integrity. The instruments used were interview guide, note, documents, lesson plan analysis checklist, observation checklist, camera, and questionnaire. The findings indicated that the teacher inserted the values implicitly through each activity designed in the lesson plan. The observations result showed that the teacher has already implemented all of the main values. The students' responses scores gained 83,35% which means that they always implemented all of the values in class activity.keyword : character education, English lesson

CHARACTER EDUCATION IMPLEMENTATION BY THE ENGLISH TEACHER AT JUNIOR HIGH SCHOOL ., Sang Ayu Putu Permata Devi; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2017):
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini berusaha menggambarkan penyisipan nilai-nilai utama Penguatan Pendidikan Karakter dalam pelajaran bahasa Inggris di SMP Laboratorium Undiksha Singaraja. Penelitian ini merupakan studi kasus. Subjek penelitian ini adalah seorang guru bahasa Inggris dan siswa kelas tujuh. Peneliti mengidentifikasi cara guru dalam menyisipkan nilai-nilai ke dalam Rencana Pelaksanaan Pembelajaran (RPP), pengimplementasiannya dan tanggapan siswa terhadap penerapan nilai-nilai yang disisipkan dalam proses pembelajaran Bahasa Inggris. Nilai-nilai yang diamati seperti religius, nasionalis, mandiri, gotong-royong, dan integritas. Instrumen yang digunakan adalah peneliti, panduan wawancara, catatan, dokumen, ceklis Rencana Pelaksanaan Pembelajaran (RPP), ceklis observasi, kamera, dan kuesioner. Temuan menunjukkan bahwa guru menyisipkan nilai-nilai secara implisit melalui setiap kegiatan yang dirancang dalam Rencana Pelaksanaan Pembelajaran (RPP). Hasil observasi menunjukkan bahwa guru telah menerapkan semua nilai utama. Skor tanggapan siswa mencapai 83,35% yang berarti bahwa mereka selalu menerapkan semua nilai utama pendidikan karakter di kelas.Kata Kunci : pendidikan karaktek, pelajaran bahasa Inggris This study attempted to describe the insertion of the main values of Character Education Revitalization in English lesson at SMP Laboratorium Undiksha Singaraja. This study was a case study design. The subjects were an English teacher and seventh-grade students. The researcher identified the teacher's ways in inserting the values into the lesson plan, the implementation and the students’ responses toward the implementation of the values inserted in the learning process. The values were religious, nationalist, self-directedness, mutual cooperation, and integrity. The instruments used were interview guide, note, documents, lesson plan analysis checklist, observation checklist, camera, and questionnaire. The findings indicated that the teacher inserted the values implicitly through each activity designed in the lesson plan. The observations result showed that the teacher has already implemented all of the main values. The students' responses scores gained 83,35% which means that they always implemented all of the values in class activity.keyword : character education, English lesson

AN IDENTIFICATION OF PHRASAL VERB IN THE MOVIE ENTITLED "CRAZY, STUPID, LOVE" ., I Nengah Pastikayana; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk mengidentifikasi tipe dan arti dari phrasal verb yang digunakan dalam film yang berjudul ?Crazy, Stupid, Love?. Penelitian ini adalah penelitian deskriptif. Data dari penelitian ini diambil dengan cara menonton dan mentranskrip percakapan dalam film ?Crazy, Stupid, Love?, dan kemudian mengidentifikasi phrasal verb yang terdapat dalam film berdasarkan konteks dalam film. Analisis dari penelitian ini mencakup tiga hal yaitu pengambilan data, data analisis dan penghitungaan data. Hasil dari penelitian ini adalah terdapat 129 phrasal verb dalam film Crazy, Stupid, Love yang dikategorikan kedalam dua tipe yaitu ditemukan 65 kata dikategorikan berjenis instransitive dan 64 kata berjenis transitive (41 seperable dan 23 inseparable). Artinya, kata kerja frase sering digunakan oleh penutur asli dalam percakapan mereka seperti yang dapat dilihat di dalam film berjudul ?Crazy, Stupid, Love? dan penting sebagai seorang pelajar untu belajar mengenai kata kerja frase untuk memahami makna bahasa yang digunakan oleh penutur asli.Persentase phrasal verb yang digunakan dalam konteks informal adalah 79.6% sedangkan penggunaan pada konteks formal adalah 20.93 %. Penggunaan phrasal verb dalam konteks formal lebih rendah daripada konteks informal hal ini dikarenakan kebayakan percakapan dilakukan dalam situasi informal. Kata Kunci : film, kata kerja frase, kosa kata. This study aimed at identifying the types and meanings of the phrasal verbs used in the movie entitled ?Crazy, Stupid, Love?. This study is descriptive study. The data of this study were collected by watching and transcribing the conversations in movie ?Crazy, Stupid, Love?, and then identifying the phrasal verbs existing in the movie according to their contexts. The data analysis consisted of three forms, namely: data collection, data analysis, and calculating the data. The result of this study shows that there are 129 phrasal verbs found in the movie. Those phrasal verbs are 65 intransitive and 64 transitive (41 separable and 20 inseparable).The percentages of the phrasal verbs used in informal contexts are79.6% phrasal verbs and in formal contexts are 20.93 %. It means that, phrasal verbs are often used by native speakers in their conversations as can be seen in the movie entitled ?Crazy, Stupid, Love? and it is important as a learner to learn about the phrasal verbs in order to comprehend the meaning of language which is used by the native speakers. Moreover, the percentage of phrasal verbs used in formal context is lower than informal context. It is because most of the scenes of conversations are done in informal situation. keyword : vocabulary, phrasal verb, movie

The Implementation of Mobile Assisted Language Learning (MALL) Strategy through Quizizz Application in Grammar Class of English Language Education UNDIKSHA ., Nyoman Ayu Purnama Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18782

Penilitian ini bertujuan untuk mendeskripsikan pengimplementasian strategi MALL (Mobile Assisted Language Learning) melalui aplikasi Quizizz di kelas grammar (mata kuliah Complex English Grammar) dan mengetahui bagaimana respons siswa terhadap penggunaan strategi MALL melalui aplikasi Quizizz di kelas grammar (mata kuliah Complex English Grammar). Penilitian ini merupakan penelitian deskriptif kualitatif, analisis deskriptif kualitatif digunakan untuk memberikan deskripsi detail tentang proses pembelajaran di kelas tentang pengimplementasian strategi MALL melalui aplikasi Quizizz di kelas bedasarkan data yang didapatkan melalui kelas observasi dan juga digunakan untuk mendeskripsikan respons siswa terhadap penggunaan strategi MALL melalui aplikasi Quizizz di kelas yang didapatkan melalui jurnal refleksi siswa. Penelitian ini dilakukan di kelas grammar (mata kuliah Complex English Grammar) di Jurusan Pendidikan Bahasa Inggris UNDIKSHA. Hasil dari penitian yakni; siswa-siswa mengikuti aktivitas pembelajaran dan pengajaran yang konsisten yang mana proses pembelajaran bedasarkan prosedur pembelajaran dan pengajaran, namun terdapat sedikit perbedaan pada pengadaan kuis menggunakan aplikasi Quizizz yaitu waktu yang ditentukan untuk mengerjakan kuis, topik dan sesi aktivitasnya. Sebagian besar siswa memberikan respons positif terhadap penggunaan strategi MALL melalui aplikasi Quizizz yaitu mereka merasa senang, tidak bosan, terhibur dan lain lain. Mereka juga mengaggap bahwa aplikasi Quizizz adalah aplikasi tambahan yang penting digunakan pada pembelajaran grammar. Namun, koneksi, kuota internet dan juga waktu yang terbatas dalam pengerjaan kuis menjadi hambatan dan kelemahan pada aplikasi Quizizz bagi sebagian besar siswa. Kata Kunci : Aplikasi Quizizz, Complex English Grammar, Mobile Assisted Language Learning, Strategi MALL This study aimed at describing the implementation of MALL (Mobile Assisted Language Learning) strategy through Quizizz application in grammar class and the students responses toward the use of MALL strategy through Quizizz application in grammar class (Complex English Grammar course). A descriptive qualitative analysis was used in this study to give detailed description about the implementation of MALL strategy through Quizizz application in the classroom based on the data collected from classroom observation and the students responses toward the use of MALL strategy through Quizizz application in teaching and learning process based on the data collected from students reflective journal. This study was conducted in a grammar class (Complex English Grammar course) of English Language Education UNDIKSHA. The results showed that; in implementing MALL strategy through Quizizz application in grammar class, the students followed consistent activity in which the teaching and learning process based on the teaching and learning procedure, but how the Quizizz application implemented were slightly different in terms of time allocated, topic and the session of activity to conduct Quizizz application. Most of students gave positive responses toward the use of MALL strategy through Quizizz application such as felt excited, happy, fun, not boring, entertaining, etc and also considered Quizizz as an important supplementary tool in learning grammar. However, internet connection, quota and time limitation given in answering questions became the weaknesses and limitations of Quizizz application for them. keyword : Complex English Grammar, MALL strategy, Mobile Assisted Language Learning, , Quizizz Application

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