Students' Perception and Motivation In Learning English Towards The Use of Quizizz For Efl Students
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.
Downloads
References
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Démuth, A. (n.d.). Perception Theories [Internet]. Applications of Case Study Research. 2012. 1-19 p.
Gardner, R. C. (2004). Attitude/motivation test battery: International AMTB research project. Canada: The University of Western Ontario.
Hamalik, O. (2006). Proses Belajar Mengajar.
King, J., & South, J. (2017). Reimagining the role of technology in higher education: A supplement to the national education technology plan. US Department of Education, Office of Educational Technology.
Lase, A. (2016). Hubungan Antara Motivasi Belajar Dengan Disiplin Belajar. Warta Dharmawangsa, 48.
Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding difficulties and resulting confusion in learning: An integrative review. Frontiers in Education, 3, 49.
Notoatmodjo, S. (2010). Ilmu perilaku kesehatan. Jakarta: Rineka Cipta, 200, 26–35.
OECD. (2016). Innovating education and educating for innovation: The power of digital technologies and skills. OECD.
Purnama, N. A., Rahayu, N. S., Yugafiati, R., & others. (2019). Students’ motivation in learning English. PROJECT (Professional Journal of English Education), 2(4), 539.
Qiong, O. U. (2017). A brief introduction to perception. Studies in Literature and Language, 15(4), 18–28.
Sardiman, A. M. (2011). Interaksi Dan Motivasi Belajar Mengajar.
Suparman, S., & Charmilasari, C. (2017). Analysis of Phase Structure Realization in Classroom Discourse: A Study of Systemic Functional Linguistics. Ethical Lingua: Journal of Language Teaching and Literature, 4(2), 120-126.
Uno, H. B. (2023). Teori motivasi dan pengukurannya: Analisis di bidang pendidikan. Bumi Aksara.
Wahyuni, S. (2021). Persepsi Mahasiswa Terhadap Penerapan Metode Resitasi Pada Pembelajaran Daring di Universitas Nahdlatul Ulama Indonesia. Cakrawala: Jurnal Pendidikan, 15(2), 191–200.
Copyright (c) 2023 Nur Amalia Solikhah, Cindyra Galuhwardani
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.