STUDENTS’ PERCEPTION OF USING QUIZIZZ APPLICATION IN READING CLASS
Keywords:
Quizizz application, reading class, game-based learning, perceptionAbstract
Integrating technology into the classroom is essential for enhancing student engagement and learning outcomes. Quizizz is widely adopted to promote interactive and student-centered instruction. This study investigates students’ perceptions and the perceived benefits of using the Quizizz application in reading lessons at SMA Negeri 11 Palembang during the 2024/2025 academic year. A quantitative approach was used, involving 132 tenth-grade students selected through purposive sampling. Data were collected via a closed-ended questionnaire based on five aspects: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude (A), Skill Engagement (SKE), and Interaction Engagement (IE), using a Likert scale. The findings indicate that students generally have positive perceptions of Quizizz. They appreciate its interactive interface, multimedia features, instant feedback, and gamification elements like leaderboards, which enhance motivation and engagement. Students reported that Quizizz made reading activities more enjoyable, accessible, and dynamic, contributing to improved participation and focus. Quantitative data show that 55.74% and 56.90% of students chose "Agree" and "Strongly Agree" on key items, indicating overall positive responses. The study concludes that Quizizz is an effective, user-friendly tool that fosters motivation, confidence, and meaningful interaction, while reducing mental effort in learning. Pedagogically, the results suggest that teachers can integrate Quizizz to create more engaging reading environments, curriculum designers can incorporate game-based learning elements into literacy programs, and schools can use such platforms to foster motivation and comprehension in English reading. These results support the integration of game-based learning applications to improve reading comprehension and classroom experiences.
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