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COMPARING THE EFFECTS OF DIFFERENTIATED INSTRUCTION USING STUDENT WORKSHEETS VS. QUIZIZZ ON EFL LEARNERS' VOCABULARY ACQUISITION AND LANGUAGE USAGE Maruanaya, Hendrik; Brahmasakha, Boonma
Pattimura Excellence Journal of Language and Culture Vol 4 No 1 (2024): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v4.i1.pp35-51

The objective of this study was to assess the effectiveness of differentiated learning through the integration of Quizizz, compared to the use of student worksheets, on vocabulary acquisition and language usage. This study utilized a quantitative, quasi-experimental research design to compare the effect of these two instructional approaches on EFL learners' learning outcomes and perceptions. The participants were 58 Grade 8 Junior High School students, divided into a Quizizz group (n=29) and a worksheet group (n=29). The Quizizz group received differentiated instruction using the interactive Quizizz platform, while the worksheet group used traditional student worksheets. Pre-test analysis revealed no significant differences between the groups. After the one-month intervention, post-test results showed statistically significant improvements in learning outcomes for both groups. However, the Quizizz group outperformed the worksheet group on vocabulary mastery and application (t=4.71, p<0.01), with higher average scores (M=85.05) compared to the worksheet group (M=81.26). The Quizizz group also exhibited more positive attitudes towards English language learning, demonstrating higher levels of motivation, engagement, enjoyment, and interest (F=1.196, p<0.01) than the worksheet group. These findings suggest that the integration of Quizizz into differentiated learning enhances student learning outcomes and fosters a more positive attitude towards English language learning compared to traditional worksheets. The results highlight the potential benefits of incorporating technology-based approaches into differentiated instructional practices.

AN ANALYSIS OF HUMOROUS SPOOF TEXTS IN ENGLISH LANGUAGE TEXTBOOK: FLOUTING MAXIM, FORM AND FUNCTION Wattimury, Eliezer; Maruanaya, Hendrik; Lekatompessy, Felicia
Pattimura Excellence Journal of Language and Culture Vol 4 No 1 (2024): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v4.i1.pp10-21

The research aims (1) To find types of maxims flouted by the character to create humor in Spoof text in english textbook entitled “Look Ahead 2” Year XI (2) To find the forms of humor found inside of spoof text in english textbook entitled “Look Ahead 2” Year XI (3) To find the function of humor in spoof text created by flouting the maxims. This research employs the descriptive qualitative method. The six spoof texts were analyzed by Reading, Analyzing and Concluding the data in accordance with the research objectives, and research questions. Furthermore, this study employed Data analysis techniques as proposed by Miles and Huberman (1994): Data Reduction, Data Display and Conclusion Drawing to analyze the flouting of maxims, forms of humor and functions of humor appearing in conversation between characters on the six spoof texts. Findings on the first research question revealed that there were flouting of maxims occurred in all six spoof texts, including flouting of maxim of quantity, maxim of quality, maxim of relation and maxim of manner to create humorous conversation. The second finding shows that there were four forms of humor found including irony (cosmic irony and verbal irony), satire, parody, pun and self-deprecation as the result of flouting maxim. findings on the third research question showed the functions of humor which were satire, parody and lastly entertainment. In conclusion, all types of maxims are found flouted by several forms of humor with few functions of humor. Following that, the researcher suggests students, teachers and future researchers to broaden their perspective and knowledge about humor in linguistics, especially about spoof texts.

Developing Audio-Visual Speaking Material for Eighth Grade Students of SMP Negeri 1 Seram Barat Lethulur, Dirk Valentino; Maruanaya, Hendrik
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18856

This research is grounded in the belief that well-designed speaking materials should integrate technology to create interactive, engaging, and meaningful learning experiences. To put this into practice, the researcher developed audiovisual speaking materials aimed at enhancing students' speaking proficiency and evaluated their effectiveness in the classroom. This study employs a Research and Development (R&D) model adapted from Borg and Gall (1983). The content and design of the materials were developed based on students’ learning needs and preferences identified through an earlier needs analysis. Various visual and audio elements were incorporated to create engaging and high-quality teaching videos. The materials then underwent an extensive review process, including expert evaluations, student feedback, and field testing. The study was conducted in a junior high school with a sample of 31 students. The results indicate that the audiovisual speaking materials effectively promote active student participation and enthusiastic engagement during exercises. Furthermore, the students' speaking proficiency significantly improved after the implementation of these materials.

TEACHERS’ PERCEPTION OF USING QUIZIZZ AS A FORMATIVE ASSESSMENT TOOL AT SMA NEGERI 2 AMBON Maruanaya, Jordie; Maruanaya, Hendrik; Lekawael, Rosina
Pattimura Excellence Journal of Language and Culture Vol 4 No 2 (2024): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v4.i2.pp87-96

This study employed a qualitative research design to investigate how teachers use the Quizizz platform as a formative assessment tool in English foreign language (EFL) teaching, and to explore teachers' perceptions of using Quizizz. The researchers conducted a preliminary study in Ambon, to identify teachers who were using Quizizz for formative assessment. Four teachers from SMA Negeri 2 Ambon were then selected as the sample for the present study. Data was collected through semi-structured interviews. The findings reveal that the teachers demonstrated a thoughtful and structured approach to integrating Quizizz into their lessons. They strategically designed Quizizz assessments to target key language skills like vocabulary, grammar, and reading comprehension. The teachers perceived several benefits of using Quizizz, including enhanced student engagement and motivation, improved learning and comprehension, and more efficient assessment processes. However, challenges were also noted, such as the reliance on stable internet connectivity and issues of digital equity, where not all students had access to the necessary devices.

Improving Seventh Grade Students’ Vocabulary Using Flash Card at SMPN 2 Pulau-Pulau Aru Ngosiem, Maria Jomima; Maruanaya, Hendrik; Tanasale, Inggrit
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11645

This research endeavors to enhance students' vocabulary through the innovative use of flashcards as a teaching tool. Employing a collaborative Classroom Action Research (CAR) approach, the study engaged 19 seventh-grade students from VII.2A at SMP N 2 Pulau-Pulau Aru. Over a span of six sessions encompassing two cycles, the research gathered and analyzed two sets of data—tests and questionnaires—administered to the students. The analysis of these datasets revealed noteworthy insights. Initially, during cycle one, the treatment exhibited minimal progress in specific areas. However, after refining particular aspects in cycle two, substantial improvement was observed. Consequently, it is conclusive that there was a significant enhancement in students' vocabulary proficiency through the use of flashcards. This was evidenced by the test analysis, indicating an increase from 3.16% in cycle one to an impressive 22.11% in cycle two. Additionally, students' responses in the questionnaires provided valuable insights. Notably, 14.66% of students strongly agreed, while 4.13% agreed with the teaching approach. Intriguingly, there were no indications of disagreement among the students. Notably, 67% of the data emphasized that utilizing flashcards greatly aided students in memorizing and comprehending concrete, countable nouns taught during the sessions. This robustly supported the effectiveness of flashcards in facilitating a deeper understanding of vocabulary.

Exploring Vocabulary Learning Strategies Employed by PSDKU Aru Students Ngosiem, Maria Jomima; Maruanaya, Hendrik; Tanasale, Inggrit
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.24289

This research aims to recognize common vocabulary learning strategies (VLS) and find out the factors that affect the selection and effectiveness of vocabulary learning strategies among sixth-semester English students at PSDKU Aru. The methodology that the researcher used is a mixed method with the questionnaire and interview as the instruments. The questionnaire, used only to identify the VLSs that students commonly use, was adapted from Schmitt's VLS taxonomy (1997). The interview questions are open-ended and focus on VLSs, the factors that influence VLSs, and the difficulties in learning VLSs. The results of this research explained that the most common VLSs that students used were using a dictionary, asking classmates for the meaning, working and practicing with peers/in groups, using English language media (songs, movies, etc.), creating a vocabulary notebook, listening to music with word lists, remembering words through projects, and writing the words on paper and sticking them on the walls of their houses. Most of these commonly used strategies are consolidation strategies, which aim to memorize and become familiar with the words. Furthermore, the results also showed that there are two important factors that influence their choice of strategies for learning vocabulary. These factors are motivation and belief. These factors not only help in the choice of strategies that are good for them but can also affect the consistency of learning. Besides that, using one VLS may encourage students to utilize other VLSs. As a result, these findings provide lecturers and students with information regarding alternate strategies for teaching and learning language in class.

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