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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Penelitian Ilmu Pendidikan Indonesia
Rahayu, Dimitria
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students' Views in Gamifying English Assessments for 11th Graders: Quizizz's Fun Twist at SMAN 3 Semarang Rahayu, Dimitria; Chamami , M Rikza; Izza, Awwalia Fitrotin
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 4 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i4.800

Abstract

In the modern digital education landscape, traditional English language assessments, especially in the 11th grade, fail to engage students. This research aims to explore the perceptions of 11th-grade students at SMAN 3 Semarang regarding the gamification of English assessments through Quizizz, with a focus on its effectiveness in motivating students, alleviating anxiety, and improving learning outcomes. The research performed a qualitative investigation by conducting semi-structured interviews with six purposely selected students from the 11th grade who had experienced English assessments using Quizizz. Transcribed responses were analyzed thematically for patterns in learning, engagement, challenges, and preferences. The research discovered that through elements of gamification, such as instant feedback and points, Quizizz enhances the engagement of students by motivating them and making the assessments significantly more enjoyable than traditional tests. Quizizz also quickly reinforces vocabulary and grammar, though it can manifest some challenges, such as technical difficulties, anxiety over competition, and a limited ability to assess more advanced skills. The present educational game Quizizz serves as a motivated formative assessment tool, though a blended approach, integrating traditional assessments for summative evaluations, is necessary for equity and validity. The research underscores the need for pedagogical modifications to improve the use of gamification in English assessments.
Memrise and the Pursuit of Proficiency: A Phenomenological Study on Students' Experiences and Independent Learning Strategies for TOEFL Vocabulary Rahayu, Dimitria; Awwalia Fitrotin Izza
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8711

Abstract

This phenomenological study investigated the lived vocabulary learning experiences of seven high-stakes TOEFL candidates (N=7) who used the Memrise Spaced Repetition System (SRS) app. Through Interpretive Phenomenological Analysis (IPA), the study confirmed that while gamified features offer strong structural support for consistency and efficient recognition-based memorization, the learning process is structurally incomplete within the app. The central finding is a persistent recognition–production gap, meaning vocabulary learned passively in the app fails to transfer directly to the active, contextual production required by the TOEFL exam. Success, therefore, hinged on learners' active, metacognitive effort and the implementation of external compensatory strategies, such as dedicated sentence journaling and custom course creation. These findings suggest the motivational benefits of gamification are conditional and can risk a focus on volume over learning quality. Results have significant implications for Mobile Assisted Language Learning (MALL) design, calling for integrated features that foster contextual application. Ultimately, this work benefits app designers, language teachers, and autonomous learners by specifying the structural and metacognitive requirements for effective vocabulary learning via SRS applications.
Co-Authors Awwalia Fitrotin Izza Chamami , M Rikza Izza, Awwalia Fitrotin