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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Edu Cendikia: Jurnal Ilmiah Kependidikan
Cindyra Galuhwardani
Universitas Bina Sarana Informatika
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students' Perception and Motivation In Learning English Towards The Use of Quizizz For Efl Students Nur Amalia Solikhah; Cindyra Galuhwardani
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 9 No. 2 (2023)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v9i2.2995

Abstract

This research aimed to discover the students’ perception and motivation in learning English towards the use of quizizz features for EFL students. The method used in this research was a descriptive qualitative approach. Participants of this research were the students of Bina Sarana Informatika University, and the subject of this research was 42 students of 12.1A.21 class 2022/ 2023. Data collection techniques used were the questionnaire and interview results. Data analysis techniques used were basic statistical techniques of percentages using the Likert-scale questionnaire, and the data was supported from the interview’s results as the secondary data. The results of this research indicated intrinsic and extrinsic factors that influence students to participate in the learning English towards the use of quizizz features which include: 1) Intrinsic factors (challenging, curiosity, learning new things, improving their knowledge and English skill), 2) Extrinsic factors (getting a good mark, gaining good Grade Point Average, and getting experience of using quizizz features). It showed that the EFL Students have a good perception and good motivation in learning English towards the use of quizizz features for EFL students. In conclusion, learning English towards the use of quizizz features for EFL students is good, and this quizizz features can be considered as English learning and practice media, which will be better to combine with the conventional ways in the classroom.
Self-Assessment of TEFL Teachers: Basis for the Development and Validation a Support Teaching Material Cindyra Galuhwardani
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5035

Abstract

This study focused on developing and validating supplementary teaching materials for Teaching English as a Foreign Language (TEFL) to support Grade XII English teachers in Indonesia, particularly in Purwokerto. The study aimed to (1) evaluate teachers’ self-assessments related to teaching materials, students’ skills, and learning styles; (2) design supplementary teaching materials based on these assessments; (3) validate the materials; and (4) refine them following curricular validation feedback. The research utilized a descriptive method within a research and development framework. Questionnaires were the primary tools for assessing teacher and student needs and for validating the instructional materials. Data analysis employed statistical methods such as frequency counts, rankings, means, and weighted means. The findings indicated that teachers’ self-assessments provided essential insights for designing teaching materials tailored to the needs of both teachers and students. The developed materials were aligned with the Merdeka Curriculum and adopted a scientific, student-centred approach consistent with Indonesia’s educational framework. Topics were selected based on the Grade XII English syllabus. The proposed TEFL materials were deemed valid, with their strengths highlighted by teacher evaluators. The final output was refined based on evaluators’ recommendations to ensure quality and relevance.
Students’ Perceptions of Wayground Use and Their Learning Performance in Bahasa Indonesia Course: A Correlational Study Sri Rejeki; Angela Bayu Pertama Sari; Nur Amalia Solikhah; Cindyra Galuhwardani
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 03 (2025): Research Articles, December 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i03.7647

Abstract

This study investigates the relationship between students’ perceptions of using Wayground, a gamified digital quiz platform, and their learning performance in a Bahasa Indonesia course. Wayground is designed to provide an interactive and engaging assessment experience in digital learning environments. Understanding how students perceive this platform and whether such perceptions influence their academic outcomes is essential for evaluating its effectiveness in higher education settings. This research employed a quantitative correlational design involving 84 students from Universitas Bina Sarana Informatika across three campuses: BSD, Tasikmalaya, and Tegal. Data were collected using a Technology Acceptance Model (TAM)-based questionnaire consisting of five constructs: perceived usefulness, perceived ease of use, engagement, clarity, and attitude. Students’ Wayground quiz scores were also collected. The data were analyzed using descriptive statistics, normality tests, and Pearson–Spearman correlation analyses. The findings show that students had highly positive perceptions of Wayground, with mean scores ranging from 3.67 to 3.90. They viewed the platform as interactive, user-friendly, and effective for digital evaluation. However, correlation analyses revealed no significant relationship between students’ perceptions and their quiz performance (p > 0.05). These results indicate that although students appreciated the platform, positive perceptions did not translate into higher learning outcomes. The study concludes that Wayground successfully enhances engagement and digital interactivity in learning environments. Nevertheless, positive perceptions alone are insufficient to guarantee improved academic performance. Achieving optimal learning outcomes may require additional factors such as learner motivation, adequate preparation, and effective instructional design.
Co-Authors Nur Amalia Solikhah Sari, Angela Bayu Pertama Sri Rejeki