COVER

THE APPLICATION OF QUIZIZZ AS AN INTERACTIVE

SELF-ASSESSMENT IN TEACHING READING
(A Case Study of Eleventh Grade Students in SMK Muhammadiyah Kramat in
Academic Year 2021/2022)

RESEARCH PROJECT
Submitted as Partial Fulfillment of the Requirement to Conduct
a Research

By:
NONI SILVIA HANI
NPM. 1617500030

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
PANCASAKTI UNIVERSITY TEGAL
2021
 APPROVAL
This research project entitled “The Application of Quizizz as an Interactive Self
Assessment in Teaching Reading” has been examined and decided acceptable by
the Board of Examiners of English Education Faculty, Pancasakti University Tegal
on :

Day : Friday
Date : August, 16rd 2021
Chairperson, Secretary,

Dr. Sutji Mulyani, M.Hum Yuvita, M.Pd

NIDN. 0625077001 NIDN. 0601077705
The Board of Examiners,
First Examiner,

Ihda Rosdiana, S.Pd, M.Hum

NIDN. 0628058306

Second Examiner/ Third Examiner/

Second Advisor, First Advisor,

Nur Aflahatun,M.Pd Yulia Nur Ekawati, M. Pd

NIDN. 0606068304 NIDN. 0628078402

Approved by:
The Dean,

Dr. Suriswo, M. Pd
NIPY. 12951631967

ii
 STATEMENT OF ORIGINALITY

I state that my research project entitled “THE APPLICATION OF

QUIZIZZ AS AN INTERACTIVE SELF-ASSESSMENT IN TEACHING
READING (A Case Study of Eleventh Grade Students in SMK Muhammadiyah
Kramat in Academic Year 2021/2022) is definitely my own work.

In writing research project, I do not make plagiarism or citation which

in inconsistent with the scientific ethic prevailed in the scientific community.

I am completely responsible for the originality of the content of this

research project. Others’ opinion or findings included in this research project are
quoted or cited adjusted to the ethical standard.

Tegal, 25 Agustus 2021

The Writer,

Noni Sivia Hani

NPM 1617500030

iii
 MOTTO AND DEDICATION
MOTTO
When others think it's impossible then you don't follow them. God gives
different ways to each person.

DEDICATION
This research project is dedicated to:
Allah SWT. who always gives me the best
for everything in my life.
My beloved parents (Bapa Junaedi and
Mama Nur Aflakha) Thanks for all of your
guidances and abundant supports which
make me as the way I am today. Love you
wholeheartedly.
My beloved siblings Mba Wulan, Gleni,
and My Niece (Aida Nur Afifah S.) Thanks
for letting me grow well around you.
My close friends N3JR, (Nissa, Novia,
Mba Rima & Mba Jihan) Eva Roseli.
Thanks for being friends with me in these
years.
My friends of English Department of UPS
Tegal 2017. Thanks for letting me joining
several amazing programs
Mas Alarm (Nasrulloh Mustaqim) who
have provided support such as father,
brother, and lover.

iv
 PREFACE

Alhamdulillah, praise to Allah SWT. who always gives countless blessings,

the writer is able to finish this research project entitled “THE APPLICATION OF
QUIZIZZ AS AN INTERACTIVE SELF-ASSESSMENT IN TEACHING
READING (A Case Study of Eleventh Grade Students in SMK Muhammadiyah
Kramat in Academic Year 2021/2022)”. This research project can be finished due
to the guidances and advices from several parties. Hence, in this chance, the writer
would like to give her sincerest gratitude and appreciation to:
1. Prof. Dr. Fakhruddin, M.Pd., as the Rector of Pancasakti University Tegal
2. Dr. Suriswo, M.Pd, as the Dean of Teacher Training and Education Faculty of
Pancasakti University Tegal
3. Yuvita, M.Pd., as the Headmaster of English Department of Teacher Training
and Education Faculty of Pancasakti University Tegal
4. Yulia Nur Ekawati, M.Pd., as the first advisor, who has patiently given advices,
corrections, and guidances to the writer in writing this research project. The writer
feels grateful for her kindness and wisdom from the beginning to the end of this
research.
5. Nur Aflahatun, M.Pd. as the second advisor, who has patiently given advices,
corrections, and guidances to the writer in writing this research project. The writer
feels grateful for her kindness and wisdom from the beginning to the end of this
research.
6. My friends of English Department who have helped and encouraged me to finish
this research.
The writer realizes that research project needs a lot of improvement because
of the writer’s limited capability in formulating and designing a qualified research
project. Therefore, the writer will highly appreciate the readers’ constructive
criticism for the sake of the perfection of this research project.

Tegal, 25 Agustus 2021

The Writer

v
 ABSTRACT
Hani, Noni Silvia, 2021. 1617500030 :” The Application of Quizizz as an Interactive
Self Assessment in Teaching Reading” (a Case Study in SMK
Muhammadiyah Kramat in The Academic year 2021/2022)”. Research
Project. Strata 1 Program, Faculty of Teacher Training and Education,
Pancasakti University Tegal, The First Advisor is Yulia Nur Ekawati, M.Pd
and The Second Advisor is Nur Aflahatun, M.Pd.

Keywords: Quizizz, Self-Assessment, Teaching Reading.

The objectives of this Research Project are to describe the application of

Quizizz as an interactive self-assessment in teaching reading and to find out
students’ responses in using Quizizz as an interactive self-assessment to learn
reading. Quizizz is a web tool for creating interactive quiz games that are used in
classroom learning. The created interactive quiz has up to 4 answer options
including the correct answer and an image can be added to the background of the
question.
The subjects in this study were eleventh-grade students of SMK
Muhammadiyah Kramat which consisted of 9 classes with a total of 324 students
and one English teacher. The author uses data collected through questionnaires,
observations, and interviews. 73 correspondents filled out a questionnaire with 12
questions and the author interviewed an 11th grade English teacher to describe the
implementation of Quizizz implementation. Observations were carried out in 2
meetings.
The results of this study are following the data obtained during the study.
Of the 12 questions, 2 questions get a percentage with a scale of 3 which is Neutral
and 8 questions get a percentage of scale 4 that is agreed. From the questionnaire
data, the writer concludes that the application of Quizizz gets a positive response
from students. Based on data from interviews with teachers and observations during
teaching, the author concludes that the application of Quizizz is the same as
assignments during online classes that have been taking place. Therefore, in online
learning, it is necessary to implement an assessment method that is not boring for
students.

vi
 TABLE OF CONTENTS
COVER ................................................................................................................................ i
APPROVAL ....................................................................................................................... ii
STATEMENT OF ORIGINALITY ................................................................................... iii
MOTTO AND DEDICATION .......................................................................................... iv
PREFACE ........................................................................................................................... v
ABSTRACT....................................................................................................................... vi
TABLE OF CONTENTS .................................................................................................. vii
LIST OF TABLES ........................................................................................................... viii
LIST OF PICTURES ......................................................................................................... ix
CHAPTER 1 INTRODUCTION 1
A. Background of the Problems ................................................................................... 1
B. Statement of the Problems ...................................................................................... 5
C. Conceptual Definitions ........................................................................................... 5
D. Objectives of Research............................................................................................ 6
E. Significances of the Research ................................................................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE 8
A. Review of Related Previous Research .................................................................... 8
B. Review of Related Theories .................................................................................. 10
CHAPTER III RESEARCH METHODOLOGY ............................................................. 30
A. Approach and Type of the Research ..................................................................... 30
B. The subject of the Research .................................................................................. 31
C. Role of Researcher ................................................................................................ 31
D. Type of Data ......................................................................................................... 32
E. Data Collecting Technique.................................................................................... 32
F. Instrument of the Research ................................................................................... 33
G. Procedures Analyzing Data .................................................................................. 35
CHAPTER IV RESEARCH RESULT AND DISCUSSION 36
A. Research Result ........................................................................................................ 36
B. Discussion ................................................................................................................ 43
CHAPTER V CONCLUSION AND SUGGESTION 55
A. Conclusion ............................................................................................................ 55
B. Suggestion ............................................................................................................. 56
BIBLIOGRAPHY ............................................................................................................. 56
APPENDICES .................................................................................................................. 59

vii
 LIST OF TABLES
Table 1 The Results of Achievement of the Purpose of Using Quizizz................ 40
Table 2 The Results of Students' interests towards the use of Quizizz ................. 41
Table 3 The Results of the Quizizz Media Presentation. ...................................... 42
Table 4 The Questionnaire of the Research .......................................................... 60
Table 5 The Interview Transcripts ........................................................................ 62
Table 6 The Observation Checklist ....................................................................... 63
Table 7 A Checklist of Table Data ........................................................................ 63
Table 8 The Lesson Plan ....................................................................................... 65

viii
 LIST OF PICTURES
Figure 1 Percentage of classes that filled out the questionnaire ........................... 38
Figure 2 The Display of Online Questionnaire via Google Form ......................... 71
Figure 3 Picture of Quizizz ................................................................................... 72
Figure 4 Picture of the Online Class ..................................................................... 74
Figure 5 The picture of the Interview via Whatsapp Messanger .......................... 76

ix
 CHAPTER 1

INTRODUCTION

This chapter presents the discussion on the background of the problems,

statement of the problems, conceptual definitions, objectives of the research, and

significance of the study.

A. Background of the Problems

Since all countries have been affected by the Covid-19 Virus, there have

been significant changes everywhere. Companies carry out work from home

(WFH), schools carry out distance learning and daily mobility of communities

under special health protocols. Yulia (2020) said Society and adapting to the current

conditions are flexible so that many new trends are created in this pandemic era.

Junior (2020) define as, for the era of revolution 4.0, the world has put

forward the advancement of ICT, where technological sophistication is being

intensified. one of them is like an online learning platform of various types, for

example learning strategies and techniques that are carefully planned by the teacher

to encourage student activity in the learning process.

Teachers are starting to use technology that includes video plans,

instructional videos, and fun educational games. There are several things to

consider when making decisions and choices regarding the application of

technology and useful learning tools, whether these applications are appropriate to

the culture and circumstances of students at home, such as monitoring the cost of

1
 2

selling internet services or others. Learning English online is not easy for both,

teachers and students. Students need to pay attention to the lessons that are on the

small screen at certain times, of course, they are bored with online learning which

is just sitting watching via a laptop or gadget. Likewise for teachers, teachers also

need to increase student motivation in learning online by utilizing internet

technology. Technology that is incorporated into the learning environment, which

can benefit students (Lehman, Greener, & Simpson, 2002)

Quizizz is a competitive game that gives students questions given by the

teacher. Students can see their current learning progress by taking online quizzes

many times (Rahayu & Purnawarman, 2019). The teacher conducts interactive

quizzes and participates in using their learning tools, students learn actively and

interactively (Permana & Permatawati, 2020). Therefore, students agree that

Quizizz is a useful and fun application for self-learning management. In

independent learning, students assess their progress and determine how learning fits

their learning style (Baleghizadeh & Masoun, 2013).

The reason the researcher chose the Quizizz application is that Quizizz is

said to be effective for several reasons. First, Quizizz practice questions help

students learn more effectively and they can answer the quiz more than once.

Second, feedback will be immediately recognized such as wrong answers and

correct explanations. answers provide just-in-time learning. This type of learning

process provides students the opportunity to verify corrected answers before the

quiz and raises awareness to correct their misconceptions about the subject when

they are incorporated into the learning process. Quizzes also allow students to work
 3

in groups so that they can help each other to learn content that can enhance higher

learning (Permana & Permatawati, 2020).

The main way to find out students 'reading skills is to take advantage of self-

assessments that have a variety of learners' readiness, experiences, and

backgrounds. Self-assessment will increase students' motivation and interest in the

material taught by the teacher by increasing and maintaining better learning

activities and performance. Boud (2003) stated that self-assessment is making

decisions about performance standards and then making judgments about the

quality of performance about these standards.

In recent years, the perspective of student self-assessment concerning its

benefits to student learning has been emphasized. Emphasis on self-assessment to

enhance student learning at various times has been described as meeting the

formative goals of student self-assessment. The purpose of the formative

assessment focuses on improving or enhancing learning through assessment (Taras,

2005). Formative self-assessment is also used to describe the intention to use self-

assessment practices to improve student learning (McDonald & Boud, 2003)

Feedback helps students to improve their learning process by modifying it

and then making decisions. Self-assessment will be more effective when applied

with an effective self-assessment. Albraith (2008) concluded that the following

should be considered for effective self-assessment: (1) effective self-assessment

should be based on a clear understanding of practical learning outcomes, (2) self-

assessment should include knowledge, behaviour, and outcomes. skills, students

must regularly obtain external validation of self-assessment activities.

 4

Stone says that "reading is a fundamental goal that children must master to

succeed in school and in life." (Grabe, 2004) Define "reading is the ability to extract

meaning from a printed page and interpret this information appropriately". This

means that reading is the process of trying to understand a written text and then

translating the information obtained in the text correctly. Reading consists of two

related processes, word recognition, and comprehension.

Based on the description above, the researcher is interested in analysing

reading comprehension using the Quizizz application. The reason why researchers

took this problem was that researcher wants to know students' perspectives on

reading comprehension through the Quizizz application. The researcher also wants

to know how to apply quizzes as an alternative to self-assessment in reading

learning. As an English teacher, the teacher must provide various levels and types

of learning in their items. It aims to find out what level the students have achieved.

Therefore, the teacher can find out the extent to which students understand the

material being studied.

 5

B. Statement of the Problems

Based on the background of the problems, the problems can be stated as

follows:

1. How is the application of Quizizz as an interactive self-assessment in

teaching reading?

2. How do students’ respond in using Quizizz as an interactive self-assessment

in reading class?

C. Conceptual Definitions

Some key terms definitions accord as follows:

1. Self-Assessment

Self-Assessment describes it as student activity through which it

judges their learning, specifically its achievement and it results (Falchikov,

2006)

2. Quizizz

Quizizz is a gamified tool online tool that helps students check their

knowledge and progress in learning (Rahayu & Purnawarman, 2019)

3. Reading

According to Wardah (2014), reading is a fluent process of readers

combining information from a text and their background knowledge to

build meaning.
 6

D. Objectives of Research

Based on the statement of the problems, the objectives of the research are:

1. To describe the application of Quizizz as an interactive self-assessment in

teaching reading

2. To find out students’ responses in using Quizizz as an interactive self-

assessment to learn reading

E. Significances of the Research

The results of this study are expected to contribute significantly to the world

of online learning good for teachers, students, and researchers.

1. Teacher

This research is expected to contribute to teachers in modifying the

way students' self-assessments in reading ability through online learning.

Hopefully by applying the Quizizz application in self-assessment students

will be more motivated and easier to understand reading better and students

will have a broader knowledge of technology.

2. Student

Students are also expected to find the right way to measure their

reading skills using an online learning-based game platform, then students

can evaluate their weaknesses and strengths in terms of reading. Therefore,

it can make it easier for students to evaluate their reading skills.

3. Researcher

It is expected that these results can provide insight and experience

for researchers in the student evaluation process, especially in reading

 7

learning. In addition, it is also used as a new reference for assessment media

in the teaching and learning process that can be used in reading learning
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter highlights some theories functioning as the basis of the

research and also presents some relevant studies conducted previously by other

researchers. The explanation of the theories is presented as follows.

A. Review of Related Previous Research

The first previous research was research by Siti Reski Nanda, (2018) entitled

"The Use of Quizizz Applications to Improve Students' Reading Comprehension

Skills at SMKN 3 Takalar" This study used a quantitative approach to pre-

experimental design. Researchers using a one-group pretest-posttest design. The

sampling technique was 25 students of class X TKJ 1. There are two results of this

study: 1) The use of the Quizizz application in improving the reading skills of the

second-grade students of SMKN 3 Takalar in the 2018-2019 academic year is still

low before using the Quizizz application. 2). The use of the Quizizz application in

improving reading skills, the frustration level of the second-grade students of

SMKN 3 Takalar for the 2018-2019 school year was still low before using the

Quizizz application.

The second previous research was Yahya Indilah's (2019) research entitled

“An Analysis of Reading Comprehension Question by Using Revised Bloom’s

Taxonomy Through Quizizz Application”. This study uses a qualitative descriptive

method to analyze reading assignments on the Quiz application for a high level

based on the cognitive domain of the revised Bloom Taxonomy. This study resulted

8
 9

in several findings. The first is that there are three levels of cognitive domains that

are applied based on the Revised Interest Taxonomy theory in the Quiz application,

namely the level of memory, level of understanding, and level of analysis. Second,

reading comprehension questions on the Quizizz application are categorized into

the lowest-level cognitive domains based on Revised Bloom's Taxonomy.

The last previous research from the Indonesian Education Research Journal

was entitled “Gamification Based Assessment: A Test Anxiety Reduction through

Game Elements in Quizizz Platform” by Pitoyo, Sumardi, & Asib, (2019). This

study aims to explore students' attitudes towards Quizizz to assess whether it will

reduce student exam anxiety or not. This study was carried out in the subject of

English and the subject's grammar structure. Because students have positive

confidence in the test with Quizizz, students' anxiety will automatically decrease

(M = 3,786). They think that the test is like a game so they enjoy doing the test like

playing a game. In addition to increasing student motivation and self-confidence,

Quizizz also helps students improve their skills related to the subject being tested

(M = 4,429). They take advantage of the test reports they will get after the test is

over.

From some of the results of previous research above, there are similarities

with this research, namely discussing the use of the Quizizz platform for learning

media in English classrooms. Research conducted by Siti Reski Nanda, (2018)

entitled The Use of Quiz Applications to Improve Students' Reading

Comprehension Skills at SMKN 3 Takalar there are similarities in research on the

 10

use of the Quizizz application in the English learning class. Likewise in the two

previous studies. Yahya Indilah (2019) and Muhammad Dafit Pitoyo et al (2017).

There are also differences in previous research with this research is as

follows. First, research conducted by Siti Reski Nanda (2018) uses the Quizizz

application as a tool to improve student's reading skills. Second, research from

Yahya Indilah (2018) analyzed reading comprehension questions using the Bloom

Taxonomy Revision through the Quizizz application. Another difference from the

three studies above is the subject of the study.

Based on the related research above, the researcher will conduct this

research to identify the application and response of students to the use of Quizizz

as an interactive self-assessment in reading learning. To make this research unique

and different from another study, this study will use the Qualitative Case study

method, and researchers used eleventh-grade students at SMK Muhammadiyah

Kramat in the academic year 2021/2022 as subjects in this study.

B. Review of Related Theories

1. Self-Assessment

a. Definition of Self-Assessment

The fundamental declaration of self-assessment is a type of formative

language evaluation that is used to evaluate students' work. Self-assessment has

been defined as the involvement of students in identifying standards and/or criteria

to apply to their work and making judgments about the extent to which they met

these criteria and standards (McDonald & Boud, 2003). It suggested that students
 11

should participate actively in the teaching-learning process by evaluating their work

using performance criteria.

Self-assessment, according to Dickinson (1987:136), is the process of

gathering information about students' learning to consciously track their knowledge

growth. It is clear from the concept that self-assessment allows students to

independently explore their learning activity.

Andrade & du, (2007) provide a useful concept of self-assessment that

focuses on formative learning. They advocated the idea that self-assessment is a

formative assessment process in which students focus on and evaluate the quality

of their work and learning, assessing the degree to which they reflect specifically

specified objectives or requirements, and so on.

Self-assessment, however, according to Brown (2008) is an assessment that

allows students to evaluate their abilities or results. As well as the recognition of

one's strengths and weaknesses, to enhance one's learning outcomes. Furthermore,

Brew, (1995) said the self-assessment process will assist students in "preparing

students not just to solve problems we already know the answer to, but to solve

problems we cannot even imagine at this time"

In summary, the researcher concludes that self-assessment could help

students' learning progress by allowing them to judge, analyze, classify, and check

out for their tasks, based on the description above. Besides that, students should

determine their learning needs to assess their ability to master a subject.

 12

b. Advantage and Disadvantage of Self-Assessment

When learners are placed in the evaluation process, the teacher takes on the

role of facilitator and moderator. Within supportive learning, the teaching-learning

process becomes participatory practices, and participants are required to negotiate

for certain contributions to the learning process. Making assessments of one's

success is an essential part of learning. Joyce, Spiller, & Twist, (2009) listed the

following importance of self-assessment:

a. It builds on a natural tendency to check progress own learning.

b. If students can identify their learning progress, this will probably be motivated

further learning or long-term learning. b. can help them to stimulate their

attitude deeply learning.

c. Encourage student reflection on their learning.

d. Self-assessment fosters learner responsibility and freedom.

e. Self-evaluation assignments encourage students' sense of belonging in

learning.

Self-assessment, on the other hand, has the following drawbacks:

a. Increase the workload of lecturers by requiring students to be briefed on the

process and continuous feedback on self-evaluation.

b. The risk of self-evaluation is misunderstood as a process of marking up values

and cannot be trusted.

c. Students believe that they are not ready to complete the evaluation

Given the two factors mentioned above, it is better to deliberately construct

self-assessments to ensure that the teacher implements them into the evaluation
 13

plan. In this way, the teacher maximizes the learning advantages, appropriately

incorporates students in the process by including consistent instructions and

examples, and assures those backup procedures are in place in the event of

challenges.

c. Implementation of Self-Assessment

According to McDonald & Boud (2003) how self-assessment is applied is

important to be accepted by students. The steps for implementing self-assessment

are as follows:

a. Select an object from that specific activity

b. Defining clearly - so that students must understand what the teacher asks

c. Recognition of a supportive atmosphere where they can be open and honest

about their successes without fear of revealing details that could be used

against them.

d. Assure students that other students will follow, and there is no cheating.

Self-assessment helps students provide more accurate and honest responses,

especially when they feel that they will not be judged by value alone. It also helps

students direct their learning efforts more effectively. More importantly, it helps

students become more involved and motivated in the learning process, which is

evident in their participation in and outside the classroom.

 14

2. Teaching Reading

a. Definition of Reading

Students develop two types of skills during the language learning and

teaching process: productive and receptive skills. Listening and reading are

receptive skills, whereas writing and speaking are active skills. Juliantina (2020)

described reading as "the act of looking at and understanding points." Reading

involves using a version to grasp and make sense of many terms in a sentence.

Reading, according to (Giles, 1987) is an extension of thought and perceiving

action. Readers communicate with print using their understanding of the

environment and language structures and patterns, and they create a context using

both of these signals and systems of knowledge and values.

Reading falls in the category of responsive abilities. Receptive skills,

according to Harmer, (2015) are how people derive meaning from the discourse

they see or hear. He means that when we read an article or journal, listen to the

news, or participate in a discussion, we use our prior experience as a starting point

in the comprehension process. Furthermore, we employ a range of receptive skills,

the choice of which is dictated by our reading or listening objectives. Reading, in a

nutshell, is the act of deducing meaning from written text. This is a vital skill to

master because it necessitates an active process involving the eyes and brain to

comprehend the text.

Reading, according to Wardah, (2014) helps students learn to think in the

new language, expands their vocabulary, and improves their writing skills.
 15

Individuals learn to adjust their reading techniques to fit the reason for reading and

the restricting content as their reading ability improves.

It means that to be a good reader, students must be able to think critically.

As a result, teachers must teach students to think critically so they can be classified

as successful readers if they can deduce the meaning of a text as they read and guide

their understanding.

b. Level of Reading

Literal, inferential, critical, and imaginative reading levels (F. Smith,

1980). They are as follows:

1) Literal Reading

Literal reading refers to the text's plain sense, which includes details,

vocabulary, dates, times, and places. The text will simply and specifically address

the question of literal comprehension. In our work with teachers, we've discovered

that they often check literal reading first to ensure that their students understand the

text's basic or surface context. This level is critical to all reading abilities at every

level because a reader must first comprehend what the author has said before

drawing inferences or assessing.

2) Interpretative Reading

Interpretative reading is the next level of comprehension. Students must

use knowledge from different parts of the text and combine it for additional

interpretation in interpretative reading, which is based on a literal understanding of

the exam. Students must bring two pieces of knowledge from various parts of the
 16

text together. They must be able to interpret what they have read carefully. Students

must be able to see the connections between the various ideas presented.

Thinking processes like concluding, making generalizations, and

anticipating outcomes are all part of interpretative or reverential comprehension.

3) Critical Reading

Critical reading is the process of assessing written content by comparing

the ideas contained in it with predefined and attractive criteria regarding accuracy,

appropriateness, and timeliness. The critical reading compares transient

experiences with new elemental material such as content, style, language,

knowledge, and other people's ideas or values.

The reader must be an attentive reader at this stage, challenging, trying to

find evidence, and reporting up to all the material.

4) Creative Reading

Creative reading entails moving beyond the author's material; it requires

readers to consider while they read, rather than only doing a critical reading, and it

also requires readers to use their imaginations. When reading creatively, the reader

tries to come up with new solutions or react to the writer.

When students read, they need to be able to understand the text on all of

these levels. Sometimes they're reading for literal information, such as a recipe or

directions. Other times, they may need to get deeper than surface area knowledge

and ask questions about what the author may mean, using interpretive skills. They

may also need to read with a critical eye, fact-checking information. Finally, some
 17

reading calls for students to be creative in their understanding and make judgments

about their thinking about the author's writing.

c. The Importance of Teaching Reading

Any reading component of an English language teaching, according to

Loughran (2018), may include a set of learning goals.

1. The capacity to read a variety of English texts. This is the long-term objective.

2. Acquiring a linguistic understanding that will aid reading abilities

3. Gaining a schematic understanding

4. The capacity to change one's reading style depending on the objective of the

reading (skimming, Scanning).

5. Gaining an understanding of the structure of written English texts;

6. Adopting a critical attitude toward the content of the texts

d. Effective Strategies for Reading Comprehension

According to (Pourhosein Gilakjani & Sabouri, 2016) There are a lot of

strategies for reading comprehension.

1. Activating and Using Background Knowledge

Readers use this strategy to activate their prior knowledge and use it to help

them understand what they're reading. This knowledge is made up of people's

experiences with the world, as well as their ideas about how written texts function,

such as word recognition, print concepts, word meaning, and how the text is

constructed (Anderson & Pearson, 1984).

 18

2. Generating and Asking Questions

While a result, as the reader reads the content, he or she will ask related

questions. This process aids readers in combining data, identifying important

concepts, and summarizing data. Successful readers may concentrate on the most

crucial information from a text by asking the proper questions (Pourhosein

Gilakjani & Sabouri, 2016) Making pertinent inquiries allows a competent reader

to focus on areas of confusion and take the required steps to address the problem

(Doǧanay Bilgi & Rüya Özmen, 2014)

3. Making Inferences

Readers assess or conclude from information in a text. In this strategy, writers

do not always provide full information about a topic, place, personality, or

happening. Instead, they provide information that readers can use to read by making

inferences that integrate information from the text with their previous knowledge.

Through this process, readers can improve their skills to make meaning. Being able

to make inferences is an important factor for readers' successful reading (Nunn,

2020).

4. Predicting

In this strategy, readers can gain meaning from a text by making educated

guesses. Successful readers apply to forecast to make their existing knowledge to

new information from a text to obtain meaning from what they read. Before reading,

readers may apply what they know about a writer to forecast what a text will be

about. The title of a text can operate memories of texts with the same content,

permitting them to guess the content of a new text. During reading, successful
 19

readers can make predictions about what will occur next, or what opinions the writer

will offer to support a discussion. Readers try to assess these predictions ceaselessly

and change any prediction that is not approved by the reading (Gillet, & Temple,

1994).

5. Summarizing

Readers combine the information in a text to elaborate in their own words what

the text is about. Summarizing is a significant strategy that allows readers to

remember text rapidly. In this strategy, readers can be aware of text structure, of

what is significant in a text, and of how opinions are related to each other. Effective

summarizing of the explanatory text includes things like condensing the steps in a

scientific process, the steps of development of an art movement, or the episodes that

result in certain important historical happenings. Effective summarizing of the

narrative text includes things such as connecting happenings in a story line or

recognizing the elements that stimulate a character's activities and conduct (Cline,

2006).

6. Visualizing

Readers can make a mental picture of a text to comprehend the processes they

face during reading. This skill shows that a reader perceives a text. Readers who

form a mental image as they read are better able to remember what they have read

than those who do not imagine (Nunn, 2020). Visualizing is very important when it

is used for narrative texts. When readers read narrative texts, they can easily

understand what is happening by visualizing the place, personalities, or operations

of a plan. It can also be used for the reading of expository texts. Readers visualizing
 20

steps in a process or stages in a happening or forming an image that helps them to

recall some abstract ideas or significant names (Pourhosein Gilakjani & Sabouri,

2016)

7. Comprehension Monitoring

In this strategy, readers can know when they comprehend what they read when

they do not perceive and apply suitable strategies to make better their

understanding. Successful readers know and check their thought processes as they

read. Strategies that successful readers use to improve their understanding are called

"fix-up" strategies. Particular repair strategies involve rereading, reading ahead,

explaining the words by looking them up in a, or asking someone for assistance

(Pourhosein Gilakjani & Sabouri, 2016).

Successful readers try to use different strategies to make meaning as they read.

They do not use similar strategies; instead, they like to expand and practice those

strategies that are beneficial to them. Moreover, they are very flexible in the

application of their strategies, they change from strategy to strategy, and they apply

various strategies with different types of texts (Brew, 1995). The important point

here is that successful readers can make good decisions about which strategies to

apply and when to use them. A lot of students can gain from explicit instruction that

teaches them to apply particular strategies for understanding a text. The other point

is that particular comprehension strategies can be taught and learned and that their

conscious use can help readers to ameliorate their comprehension (National

Reading Panel, 2000)

 21

e. Kinds of Reading Test

Reading tests is very important to measure students' understanding.

According to Stahl (1989), a lot of test content is still limited to quotes from a short

reading on which to base general comprehension queries. The reading

comprehension test contains content that is similar to the type of practice material

used by the teacher to help students improve their reading skills.

There are many types of reading comprehension questions that (Stahl,

1989) categories, including:

1) Matching Test

The matching test was designed to help people recognize words and

sentences. This test assesses students' ability to distinguish between words with

identical spelling. Word matching and sentence matching are the two forms of

matching assessments.

2) True/False Reading Test

Since it is simple and easy to set up, the true/false test is one of the most

widely used tests for reading comprehension. It consists of several text-related

arguments, with students determining if the assertion is true or false. It may inspire

students to guess because they only have a 50% chance of getting the right answer.

3) Multiple-Choice Test

Reading comprehension tests often include multiple-choice objects. It asks

students to choose the best response to the text. In most cases, a question has four

or five possible responses, but only one of them is correct. Multiple-choice items
 22

are divided into two categories: short text multiple-choice items and longer text

multiple-choice items.

4) Completion Items

Rather than measuring students' ability to recognize, completion items

measure their ability to remember. Typically, completion items ask students to

include a single word or a short sentence. For measuring reading comprehension,

there are two types of completion items: blanks for completion of items following

the text and blanks in the text itself.

5) Open-Ended

Open-ended things are questions that require students to have a fully

subjective answer. The required answer could be a single word or a complete

sentence.

Practicing reading comprehension regularly using sample worksheets,

questions, sections, and tests is a consistent and sound reading comprehension

strategy that will develop language acquisition.

3. Quizizz Application

a. Definition of Quizizz

Quizizz is a quiz application that is used in class, workgroups, pre-tests,

exams, unit tests, and impromptu tests. This application allows students and

teachers to work online at the same time (Junior, 2020). Quizizz is an online

assessment tool that helps students measure their ability to learn. In Quizizz,

students get the questions in a different order so that the students are likely to cheat

a little. With Quizzes, the teacher can also give homework to give additional
 23

students practice. Each question must be multiple choice with two or four possible

answers. helpful friendly online formative assessment tool teachers assess students'

abilities as well as their knowledge (Prasongko, 2021)

b. Purposes of Quizizz Application

Quizizz is a competitive quiz tool in the world of learning. Students

correctly see the question on the device. All students can work on the quiz by

adjusting their respective activities because there is no time limit for doing it or it

can be adjusted as desired. so that students will be calmer in doing this quiz. Quizizz

can also immediately see wrong answers, so students can analyze their abilities by

looking at wrong answers (Euis Nursifa Laila Nugraha, Salsabila, 2021). The

teacher can make Quizizz to students’ homework assignments or have students

complete them in class. Student work results can be easily exported to Excel

spreadsheets and file storage. to enter the Quizizz application is also very easy,

simply by entering an email account. The attractive appearance and accompanying

back sound make students relax and have fun while working on quiz questions.

(Nanda S. R., 2018)

Quizizz provides a feature to solve problems with music and funny

pictures to show "true" or "wrong". Quizizz presents an attractive screen display

with various colors. Teachers have access to data so they can easily analyze reports

to find out work results for students. Quizizz also integrates with Google

classrooms. therefore, if students use it, the learning management system can easily

incorporate Quizizz into students, and they will be authenticated with their school

email. (Darya Medvedovska, 2016)

 24

Some Google Classroom Integration features include 1) actual student

names will be shown in Quizizz reports, 2) student account security will be

enhanced as they join their Google Classroom account; 3) innovative assignments

since completion reports are available in Google Classroom (Darya Medvedovska,

2016)

c. The Implementing of Quizizz Application

The implementation of the Quizizz application, according to (Prasongko,

2021), First, Quizizz, for starters, is a free tool that allows teachers to easily turn

introductory and review exercises into engaging, multiplayer activities for students.

It works on any browser-enabled platform and lets you develop your activities or

use those created by other educators. There are no usernames or passwords required.

Second, Quizizz is used to play, students just need to enter the Quizizz

platform and enter the game code that has been given by their teacher. After the

quiz, the teacher can receive a complete summary of the students' answers, which

they can download and save.

And then, Quizziz has some functionality that most free gamification tools

lack. Quizizz, for example, is designed to be student-led rather than teacher-led.

The teacher dashboard not only gives teachers excellent real-time feedback on their

students' progress but also lets them customize each learning experience.

Finally, you can jumble the question order, choose whether or not to use

timers or leader boards, and even have a list of correct questions and answers at the
 25

end of the quiz. Quizizz injects some much-needed levity into quizzes. It also

provides teachers with excellent input on how their students are doing.

d. Advantages and Limitations of Quizizz.

According to Suciningsih (2020) Quizizz as a learning outcome assessment

tool has advantages and limitations, namely:

1. Advantages of Quizizz

a) Quizizz as a medium that is fun, challenging, interactive, improve educator

creativity

b) Improving the competence of students

c) Sharpening the competence of educators in the use of media learning

d) Effective

e) There are data and statistics on student performance

f) Based online

g) Cultivating positive motivation for participants' learning desires educate

h) Interesting quizizz display

i) Accommodating learning in various subjects and levels

j) There is a ranking system in Quizizz

2. Limitations of Quizizz

a) Network dependent

b) Students have difficulty logging in because it is web-based

c) Hand over when the network is weak

d) Students can still copy their friends' answers even though the random quiz

e) Hasty in determining the answer

 26

e. How to Use Quizizz

The steps to use Quizizz are as follows:

Step 1: First, to join Quizizz we can visit this link www.quizizz.com28

Step 2: And then, Click “sign up”. Use your account google or with your email

Step 3: After sign up, please click a teacher if you are a student you can choose a

student.
 27

Step 4: - Select a country. - Enter zip or postal code. - Enter the name of the school

manually by clicking can't find your organization and click add organization. - Click

continue

After you finish creating an account, the next step is to create questions at

quizizz.com. For that, follow the steps below! This is the front page of your new

account in Quizizz
 28

Step 5: To create a quiz, please select Create Quiz. Then, write the name of your

quiz, for example reading comprehension. Choose a subject that is relevant to the

quiz. If everything has been filled in, click Next to continue

This application is quite easy to use by students, students can register

using their Google account, then they can start using Quizizz. then start working on

questions related to student subjects.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology used in this study. It

presents the approach and design of the research, the subject of the research, the

role of the research, data collecting technique, an instrument of the research,

procedures of analyzing data, and technique of reporting data.

A. Approach and Type of the Research

1. Research Approach

Qualitative research, according to Handayati & Alhaleh, (2021) is a form

of systematic scientific inquiry into context. Systematic means "organized, ordered,

and public" according to rules settled upon by members of the qualitative research

community, analytical means "rooted in the world of perception," and investigation

into context means "trying to learn how others make sense of their experience"

(Ospina, 2011)

Research is a collection of procedures for gathering and analyzing

information to obtain a deeper understanding of a topic or issue (Creswell, 2013).

The qualitative approach that the researcher has chosen in this study is to present

the research results. Qualitative research has produced descriptive data in the form

of spoken or written texts, as well as measurable human actions. This method was

chosen because this study aims to determine the application of Quizizz as an

interactive self-assessment tool in learning to read in class X SMK Muhammadiyah

Kramat.

30
 31

2. Research Design

In this study, the researcher used the case study method. A case study is an

observational investigation into a current hypothesis in a real-life setting (Iacono,

Brown, & Holtham, 2011). A case study is a qualitative research method that

considers a person, group, or example important in formulating interpretations or

providing useful assumptions (Cohen, Manion, & Morrison, 2017). As a result of

the research design, the researcher was able to identify students for the use of the

Quizizz application as an interactive research tool in learning to read.

B. The subject of the Research

In this study, the researcher took the subject are English teachers and

students of the eleventh grade of SMK Muhammadiyah Kramat, namely class.

Questionnaires were given to students, interviews were given to teachers. This was

useful for collecting data.

C. Role of Researcher

Researchers have three functions. The first is the collector, where the

researcher collects data from questionnaires, interviews, and observations. Second,

the researcher as the analyzer. After getting the results of all these techniques, the

researcher analyzed the data used in this study. In the third step, the researcher

reports the results of the study. Data must be reported, and researchers must

conclude to produce research results from this study. From the title of this study,

the researcher took 73 students to become correspondents.

 32

D. Type of Data

The data used in this study is qualitative data which is the result of a

questionnaire from 73 correspondents and interviews with an English teacher in

class XI SMK Muhammadiyah Kramat who applies the Quizizz application for self-

assessment in teaching reading. Questionnaires will be given to find out students'

opinions about using the Quizizz application in student self-assessment. Interviews

were also conducted to obtain information about the application of Quizizz in the

classroom.

E. Data Collecting Technique

As stated above, the instruments of the research are observation and

questionnaire. Therefore, the researcher the following steps:

1. Questionnaire

This questionnaire was given to 324 students. In this study, a questionnaire

was used to collect data on students' opinions about the application of Quizizz for

an interactive self-assessment tool in learning to read. We have taken 73 students

in grade 11th to get the data. Interview

An interview is a conversation between the interviewer and the subject to

get information from the subject. As an interviewer, the researcher asks several

questions, to ask for explanations, take notes, and so on. The interviewee (teacher)

has responded to the question and has explained. In this report, the class XI English

teacher was interviewed to gather information on the use of Quizizz as an

interactive self-assessment in teaching reading.

 33

2. Observation

Quizizz media aims to help students test their reading skills. it will be

observed by researchers to find out how it is applied. During this observation

process, the researcher has collected documents and checklist observations that

have been reviewed as concrete facts and ensured that the report is authentic and

does not deviate.

F. Instrument of the Research

1. Questionnaires

According to Rowley (2014), questionnaires are one of the most commonly

used methods of data collection, and even amateur scholars in a variety of fields

associate analysis with questionnaires. Open and closed questions are the two most

common types of questions. Whether the answer is based on the respondents'

interpretation and clarification, the question is open; when the response is already

given by the questionnaires and the respondents have no other options, the question

is closed (Schuman et al., 2015)

In this study researcher will be used closed-ended questions, Closed

questions the researcher took because the researcher used the percentage of data to

be processed and made it easier for correspondents to choose answers.

2. Observations

In a naturalistic context, observation is the deliberate noticing and

systematic evaluation of participants' behavior. (Heigham, Juanita. Crocker, 2009).

(Paton, 2002) goes on to say that observation is a tool for describing the actions of

research subjects from an interactive, inductive, and holistic viewpoint – this

 34

perspective is important because it helps one to see behavior in new ways and

explore previously unknown facets of a setting. As a result, Observation assists

researchers in seeing literally what is happening around them, providing valuable

insights into the external aspects of language acquisition.

3. Interview

According to (Harrel, 2009), an interview is a conversation between an

interviewer and an interviewee to gather information about a certain range of topics

In this study, researchers used semi-structured interviews to gather more in-

depth information about the application of Quizizz as an interactive self-assessment

in reading lessons. Semi-structured interviews, as described by Jamshed (2014),

are in-depth interviews in which participants must answer predetermined closed-

ended questions. Longhurst (2009) claims that in-depth, semi-structured interviews

are one of, if not the most widely used qualitative approaches in the field of human

geography. It is a verbal exchange in which one person (the interviewer) asks

questions to elicit information from another person.

4. Validity of Instruments

The validity of the content used is the validity of expert judgment (expert

judgment). Content validation through expert judgment defined by Fernández-

Gómez et al., (2020) as an informed opinion of an individual with a track record in

the field that is considered by another person as a qualified expert and who can

provide information, evidence, judgment, and judgment. This is after the instrument

is constructed about the aspects to be measured by based on a certain theory, then

 35

it is then consulted with the competently or through expert judgment. This

consultation is carried out with lecturers supervisor to see the strength of the item

items. The Instruments of this research adapted from Muhammad Syaifullow

(2020).

G. Procedures Analyzing Data

To analyze the data, the researcher gave questionnaires to students and

teachers using Google Form. The results of the questionnaire will be calculated

automatically on the Google form. After collecting data in the form of Google

Form, researchers used three main stages of data analysis: data reduction, data

presentation, and drawing conclusions or verification (Pamela Baxter and Susan

Jack, 2008)

1. Data Reduction

Data reduction, according to (Pamela Baxter and Susan Jack, 2008), is the

method of selecting, concentrating, simplifying, abstracting, and transforming data

contained in written field notes or transcriptions. When it comes to data reduction,

a large amount of data must be organized and made relevant. In this case, the

researcher chooses the data from the students' questionnaires.

2. Data Display

Miles and Huberman in Shannon (2005) define a display as "an extended

piece of text or a diagram, graph, map, table, or matrix that provides a new way of

thinking about the more textually embedded data." After reducing the data, the next

step is to view it in a meaningful way. Data can be shown in a narrative, table,

 36

image, and other formats. Through the presentation of these data, the data organize,

arrange in a pattern of relationship, thus it will be more easily understood.

3. Conclusion and Verification

The drawing of conclusions or verification is the final step in the data

analysis process. Drawing conclusions entails taking a step back to understand the

examined data and their implications for the questions. In this stage, the researcher

will conclude and double-check the answer to the research question by showing the

data using Google Form percentages.

 CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This chapter presents the research result and discussion related to the

questions asked. The first subtitle presents research results related to the application

process of the Quizizz application as a self-assessment tool in reading learning that

is applied by the teacher and the second is the student's response to the application

of the Quizizz application in reading learning.

A. Research Result

The data presented in this study were collected using observation,

questionnaires, and interviews. Researchers investigated the process of teaching

reading by applying the Quizizz application as a self-evaluation tool for students in

online learning. The subject of this study is one of the English teachers and 11th-

grade students in the odd semester of SMK Muhammadiyah Kramat who was

selected by using several reasons as informants.

This section describes topics related to applying the Quizizz app to teaching

reading. The subject has a strategy to improve the quality of learning in online

learning that is currently happening using the Quizizz application. To find out how

the application was implemented and how the students responded to applying this

application, the researchers conducted observations and in-depth interviews and

distributing questionnaires to subject students and teachers. Researchers also

provide some documentation as evidence that researchers have been doing the

study.

36
 37

1. Observation Result Presentation

This observation is used to examine the process of applying Quizizz as an

interactive self-evaluation tool in teaching reading. Observations were made twice

during the research, the researcher used an observation checklist to become the data

to be observed.

a. The first observation was carried out on July 26, 2021. English subjects were

held in the first hour, 07.30-08.30 online from Microsoft Teams. The lesson was

attended by 49 students consisting of 5 classes, namely class XI TAV, XI TKRO

1, XI TKRO 2, XI TKRO 3, and XI TKRO 4. The material taught is Giving and

Asking Opinions. The following is a checklist of table data that has a scale of 1-

5 in Appendix 3.

b. The second observation was carried out on July 30, 2021. English subjects were

held in the first hour, 07.30-08.30 online from Microsoft Teams. The lesson was

attended by 49 students consisting of 5 classes, namely class XI TKRO 5, XI

TPM, XI MM 1, and XI MM 2. The material taught is Giving and Asking

Opinions. The following is a checklist of table data that has a scale of 1-5 in

Appendix 3.

After the researchers observed the researchers concluded that the

implementation of learning using Quizizz for Interactive self-evaluation tools in

teaching reading was good enough even though there were still shortcomings by

teachers who did not give examples first and teachers were very good at mastering

the material.
 38

2. Presentation of Questionnaire Results

In this questionnaire, there are twelve questions about the application of the

Quizizz media application in teaching reading during online learning. Of 324

students there are only 73 students full filled this questionnaire. Students only

provide a checklist on the answer choices in the form of Strongly Agree, Agree,

Neutral, Disagree, Strongly Disagree available on Google Form. In this

questionnaire, the questions are presented in Indonesian so that in presenting this

data, the researcher translates the questions into English.

Figure 1 Percentage of classes that filled out the questionnaire

Figure 1. shows the number of classes participating in the questionnaire.

From these data, it can be concluded that there are seven participating classes. the

first is class XI TKRO 3 with the highest number of respondents with a percentage

of 23.3%, then class XI TAV gets 19.2%, then class XI MM 1 and class XI TKRO

1 gets the same percentage of 15.1%, next class XI TKRO 5 gets 12.3 %, then XI

TKRO 4 got 9.6%, the last class that got the least percentage was XI TKRO 2 with

a percentage of 5.5%.
 39

The questionnaire's questions answer two research concerns with student

perceptions. Students' opinions of the use of Quizizz media as a self-assessment

tool in teaching reading are discussed in question points 1 through 5. Closed

questions are suggested when employing an appropriate measuring scale in terms

of a nominal, ordinal, interval, and ratio data, according to Isti Pujihastuti, 2010.

The scale can be even or odd. For research in Indonesia, a balanced Likert scale,

such as one with five levels, is advised. The following data description of the use

of scale is presented:

Scala Description
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree
The data were interpreted using a descriptive model following the

statement of this study. The statement of the problem is as follows:

1. How do Students’ Responses in Using Quizizz as an interactive self-

assessment in reading class?

To obtain data, researchers used a questionnaire by dividing 3 aspects into

12 questions to find out in more detail the data that researchers needed. These

aspects will be interpreted as below.

a. Achievement of the Purposes of Using Quizizz

The first research problem is about the achievement of the purpose of using

Quizizz where there are 3 questions in the questionnaire to obtain data. The data are

classified into five scales, namely strongly agree, agree, neutral, disagree, and
 40

strongly disagree. The following table shows the results of data regarding the

achievement of the purpose of using Quizizz.

Table 1 The Results of Data Regarding the Achievement of the Purpose of Using
Quizizz

No.
Questionnaire Statement Scala Frequency Percentage
Statement
1 Learning using Quizizz 5 7 9.6%
makes it easier for me to 4 41 56.2%
understand Reading 3 20 27.4%
comprehension 2 5 6.8%
(Pembelajaran 1 0 0%
menggunakan Quizizz
mempermudah saya dalam
memahami materi Reading
comprehension).
Learning using Quizizz 5 8 11%
2 media makes it easier for me 4 33 45%
to understand the reading 3 29 33.9%
comprehension questions 2 2 2.7%
given by the teacher. 1 1 1.4%
(Pembelajaran
menggunakan media Quizizz
mempermudah saya dalam
memahami soal reading
comprehension yang
diberikan oleh guru)

Doing practice questions 5 9 12.7%

4 through the Quizizz media
4 38 52.1%
increases my enthusiasm for
3 24 32.9%
understanding the material.
(Mengerjakan latihan soal 2 2 2.7%
melalui media Quizizz 1 0 0
meningkatkan rasa
semangat kepada diri saya
untuk memahami materi.)
3 The use of Quizizz media in 5 8 11%
the student self-assessment 4 39 53.4%
process makes students 3 23 31.5%
more interested in 2 3 4.1%
measuring their own 1 0 0
 41

abilities. (Penggunaan
media Quizizz dalam proses
penilaian diri siswa
menjadikan siswa lebih
tertarik dalam mengukur
kemampuannya sendiri)

b. Students' interests & attitudes towards the use of Quizizz

The second research problem is about the achievement of the purpose of

using Quizizz where there are 3 questions in the questionnaire to obtain data. The

data are classified into five scales, namely strongly agree, agree, neutral, disagree,

and strongly disagree. The following table shows the results of data regarding the

achievement of the purpose of using Quizizz.

Table 2 The Results of Data Regarding the Students' interests & attitudes towards
the use of Quizizz

No.
Frequen Percenta
State Questionnaire Statement Scala
cy ge
ment
4 I was more motivated to work on 5 6 8,2%
reading comprehension questions when 4 37 50,7%
using Quizizz media (Saya lebih 3 25 34,2%
termotivasi mengerjakan soal reading 2 5 6,8%
comprehension ketika menggunakan 1 0 0%
media Quizizz.)
5. Doing questions using Quizizz media 5 6 8,2%
makes it easy for me to remember the 4 29 39,7%
material that has been given. 3 30 41,1%
(Mengerjakan soal menggunakan 2 7 9,6%
media Quizizz membuat saya mudah 1 1 1,4%
mengingat materi yang telah
diberikan)
6. The use of Quizizz Media makes me 5 6 8,2%
feel challenged to do practice questions 4 47 64,4%
in the self-assessment session. 3 19 28%
(Penggunaan Media Quizizz membuat 2 1 1,4%
saya merasa tertantang untuk 1 0 0%
mengerjakan latihan soal pada sesi
evaluasi diri)
 42

7. Media Quizizz helps me to think 5 7 9,6%

critically in doing self-evaluation 4 38 52,1%
exercises. (Media Quizizz membantu 3 23 31,5%
saya untuk berpikir kritis dalam 2 2 2,7%
mengerjakan latihan soal evaluasi diri) 1 3 4,1%

c. Presentation of Quiziz Media to Students

The third observed aspect is the presentation of Quizizz media to students

where there are 4 questions in the questionnaire to obtain data. The data were

classified into five scales, namely strongly agree, agree, neutral, disagree, and

strongly disagree. The following table shows the results of the Quizizz media

presentation data to students.

Table 3 The Results of the Quizizz Media Presentation Data to Students.

No.
Frequ Percent
State Questionnaire Statement Scala
ency age
ment

8 The level of effectiveness of the Quizizz 5 3 4,1%

media corresponds to the level of
effectiveness of my character in learning. 4 32 43,8%
(Tingkat keefektifan media Quizizz sesuai 3 33 45,2%
dengan tingkat keefektifan karakter saya
dalam belajar) 2 5 6,8%
1 0 0%
(Media Quizizz has clear instructions for
9 use in the process of working on questions) 5 3 4,1%
(Media Quizizz mempunyai petunjuk
penggunaan yang jelas dalam proses 4 47 64,4%
pengerjaan soal)
3 20 37,4%
2 2 2,7%
1 1 1,4%
10 5 5 6,8%
 43

The duration of the questions in each 4 33 45,2%

question is in accordance with my ability to
do self-assessment exercises. (Durasi soal 3 25 34,2%
di setiap soalnya sesuai dengan kemampun 2 9 12,3%
saya untuk mengerjakan latihan soal
evaluasi diri) 1 1 1,4%
11 The Quizizz application has writing on the 5 9 12,3%
questions and answers clearly and neatly so
4 39 53,4%
that it is easily understood by students.
(Aplikasi Quizizz ini mempunyai tulisan 3 25 34,2%
pada butir soal dan jawaban jelas dan rapi
sehingga mudah dipahami oleh siswa) 0 0 0%
0 0 0%
The aspects to be observed are used as a method to make it easier for

researchers to find data more easily and in-depth. The explanation of the table above

will be interpreted in the discussion section below.

B. Discussion

The second research problem is to investigate How to do Students'

Responses in Using Quizizz as an interactive self-assessment in reading class. To

answer the first research question, the researcher distributed a questionnaire, 73

students voluntarily participated in filling out the questionnaire, data taken on July

26, 2021. There is a previous study from Priyanti, Santosa, & Dewi, (2019) This

study aims to determine the effect of the application of Quizizz on class XI students

in learning English, where Quizizz as a digital platform to help students mastery

reading is a fun multiplayer classroom activity that allows all students to practice

reading skills together using their mobile phones such as tablets, Ipads, or even

Smartphones (May, Ju and Adam 2018). After the questionnaire data is obtained,

the authors describe the data that has been obtained, as follows:
 44

3. How is the application of Quizizz as an interactive self-assessment in

teaching reading?

To answer this research question, the researcher used interviews to collect

data. In conducting the interview, it is given to the teacher, because the teacher is

the instructor at Quizizz. An interview consisting of 5 questions was used to find

out how to apply Quizizz as self-interactive in teaching reading. Interviews were

conducted online through WhatsApp Messenger because schools implemented

online learning during the Implementation of Restrictions on Community Activities

or PPKM. The results of the interviews will be presented as follows: The interview

was held on August 7, 2021, via WhatsApp message. In presenting the data, the

researcher used the following codes:

a) Q stands for Question

b) A stands for the Answer to a Question.

In the first question, the researcher asked about the initial process of

implementing Quizizz.

Q : Did you explain beforehand how to use Quizizz?

(Apakah anda menjelaskan terlebih dahulu tentang cara

menggunakan Quizizz?)

A : Yes I explained but not much, because I think Quizizz is a learning-

based game media that is easy to use and Quizizz also provides its

feature functions. ( Iya tapi tidak banyak, karena saya rasa Quizizz

merupakan media game berbasis pembelajaran yang mudah untuk

digunakan dan Quizizz juga menyediakan fungsi-fungsi fiturnya.)

 45

In the second question, the researcher asked whether the questions given were

in accordance with the syllabus or not.

Q : Are the questions given in accordance with the syllabus?

(Apakah soal-soal yang diberikan sudah sesuai dengan silabus?)

A : Yes, I give practice questions according to the syllabus with the

material giving asking opinion and recount text. (Iya saya

memberikan latihan soal sesuai silabus dengan materi giving asking

opinion dan recount text.)

In the third question, the researcher wants to know whether Quizizz has

been used since the COVID-19 pandemic or not.

Q : Is Quizizz implemented when online classes? (Apakah Quizizz

diterapkan saat sekolah melaksanakan kelas online?)

A : Yes. Since online learning we use Quizizz for student assessment

alternatives. (Iya. Semenjak pembelajaran online kami menggunakan

Quizizz untuk alternatif penilaian siswa.)

Furthermore, in the fourth question, the researcher wants to know whether

there are students who have not been able to use Quizizz when the teacher gives

assignments on Quizizz

Q : Are there students who don't understand how to use Quizizz?

(Apakah ada siswa yang tidak memahami cara menggunakan

Quizizz?)
 46

A : Yes, there is. I think it's because Quizizz uses English so for my

students there are some who are unfamiliar with some of the vocabs.

(Iya ada. Menurut saya itu disebabkan karena Quizizz menggunakan

bahasa Inggris jadi untuk siswa saya ada beberapa yang unfamiliar

dengan beberapa vocabnya).

The last question is useful to find out whether Quizizz provides a feature

that is capable of providing self-assessment questions.

Q : Does Quizizz provide practice questions well? (Apakah Quizizz

memberikan fitur latihan soal dengan baik?)

A : It's good enough but Quizizz is free only for 1 week after that you

have to upgrade to a paid one. (Cukup baik sih tapi Quizizz free hanya

untuk 1 minggu setelah itu harus upgrade ke yang berbayar.)

From the results of the interview above, it can be concluded that Quizizz for

teachers has advantages and disadvantages. These shortcomings should be

overcome if there is a collaboration between teachers and schools, namely by using

school funds to use Quizizz premium to improve the quality of learning.

4. How do Students’ Responses in Using Quizizz as an interactive self-

assessment in reading class?

The first is about student responses regarding the use of Quizizz media as a

self-assessment tool in teaching reading whether it is good or not, in this research

question consists of 3 aspects to be investigated, the first is the achievement of the

purpose of using Quizizz, the second Interests & attitudes of students towards the

use of Quizizz. and the third Presentation of Quiziz media to students, explanations
 47

are taken according to the data that has been presented in tables 4.1, 4.2, and 4.3.

the explanation is as follows:

a. Achievement of the Purposes of Using Quizizz

The first research problem is about the achievement of the purpose of using

Quizizz where there are 3 questions in the questionnaire to obtain data. There are 4

questions asked regarding the purpose of Quizizz media, namely at numbers 1, 2, 4

& 12. The questions will be explained as follows:

1. Pembelajaran menggunakan Quizizz mempermudah saya dalam

memahami materi Reading comprehension (Learning using Quizizz makes it easier

for me to understand Reading comprehension).

Question 1 the data obtained in the questionnaire showed the highest

frequency with a percentage of 56.2% agreeing with the question. Based on the

answers of most students, it is known that Quizizz makes it easier for students to

understand reading comprehension material. This is as explained in chapter 2

regarding the purpose of the Quizizz media, namely Quizizz is one of the media to

create a learning atmosphere that is conducive to learning fun but does not eliminate

or reduce participants' understanding learn about the material being taught. so that

with interesting features and a challenging atmosphere, students are more motivated

to study the material seriously.

2. Pembelajaran menggunakan media Quizizz mempermudah saya dalam

memahami soal reading comprehension yang diberikan oleh guru (Learning

using Quizizz media makes it easier for me to understand the reading

comprehension questions given by the teacher)

 48

In this questionnaire, the data obtained in the questionnaire shows the highest

frequency with a percentage of 45% agreeing with the question, then it is further

deepened using interview many students who agree with the question so that the

data obtained is the same. The way they find out is because the media display is

more attractive so that students feel enthusiastic in doing quizzes whose questions

are following the material that has been taught.

3. Mengerjakan latihan soal melalui media Quizizz meningkatkan rasa

semangat kepada diri saya untuk memahami materi. (Doing practice questions

through the Quizizz media increases my enthusiasm for understanding the

material.)

In this fourth question, the data obtained in the questionnaire shows that

the agree option gets 52.1% with the question. This question is almost the same

as the previous question with an interesting quiz model that makes students

interested in working on questions through Quizizz this is following the Quizizz

objectives listed in chapter 2.

4. Penggunaan media Quizizz dalam proses penilaian diri siswa menjadikan

siswa lebih tertarik dalam mengukur kemampuannya sendiri (The use of Quizizz

media in the student self-assessment process makes students more interested in

assessing their own abilities)

In this twelfth questionnaire, the data obtained in the questionnaire shows

that the agree option gets 53.4% with the question. The question still refers to the

question about the purpose of presenting the Quizizz application which has been

mentioned in chapter 2, which is to make students more interested in assessing

 49

their abilities with the flexible Quizizz feature that can be used according to

students' abilities in doing the exercises given by the teacher. As evidenced by 38

correspondents who chose to agree with this question, based on the results of this

percentage, it can be concluded that Quizizz can be used as a medium for self-

assessment.

It can be concluded that Quizizz helps students understand the material

provided and makes it easier to do reading questions and increases motivation in

self-evaluation and increases enthusiasm in understanding reading texts.

b. Students' interests & attitudes towards the use of Quizizz

The second aspect of the research question is about the Students' interests

& attitudes towards the use of Quizizz where there are 3 questions in the

questionnaire to obtain data. There are 4 questions asked regarding the purpose of

Quizizz media, namely at numbers 3, 5, 6 & 7. The questions will be explained as

follows:

5. Saya lebih termotivasi mengerjakan soal reading comprehension ketika

menggunakan media Quizizz (I was more motivated to work on reading

comprehension questions when using Quizizz media)

This third question is a question that identifies student responses to the use

of Quizizz media for student self-assessment after receiving lessons from the

teacher. The results of the percentage of this questionnaire there are 50.7% who

choose to agree with this question. It is proven that 197 accounts use the Quizizz

media when researchers make observations. so it can be concluded that the Quizizz

media motivates students to do self-assessment after getting lessons at school.

 50

6. Mengerjakan soal menggunakan media Quizizz membuat saya mudah

mengingat materi yang telah diberikan (Doing questions using Quizizz media

makes it easy for me to remember the material that has been given)

This fifth question is a question to find out the opinion of students whether

Quizizz makes students always remember the reading material that has been taught

by the teacher. The results of the student questionnaire showed that the highest

percentage fell on the neutral choice, namely, 41.1% chose Neutral. it can be

concluded that Quizizz does not always give a good effect or it may not match the

intellectual capacity of students.

7. Penggunaan Media Quizizz membuat saya merasa tertantang untuk

mengerjakan latihan soal pada sesi evaluasi diri (The use of Quizizz Media makes

me feel challenged to do practice questions in the self-assessment session)

In this case, there are 47 correspondents with a percentage of 64.4%

choosing to agree with question number 6. In chapter 2 it is explained that Quizizz

has an accompanying back sound that makes the listener feel in a race and there is

also a countdown timer feature or the less time left, the less score will be obtained.

Therefore, some features in Quizizz make students feel challenged in doing the

quiz.

8. Media Quizizz membantu saya untuk berpikir kritis dalam mengerjakan

latihan soal evaluasi diri (Media Quizizz helps me to think critically in doing self-

evaluation exercises)

From the results obtained through the Google Form questionnaire, 52.1% of

the correspondents chose to agree with this question. This is following the
 51

explanation about Quizizz in chapter 2 that Quizizz has a different sequence of

questions and answers, therefore students must think critically on their own because

they cannot see the answers from other friends.

From the data above, the researcher concluded that students' responses to

the application of Quizizz were that students were motivated to work on questions

with games on Quizizz and felt challenged to compete in games on Quizizz and

helped them think critically in working on questions.

c. Presentation of Quizizz Media to Students

The third observed aspect is the presentation of Quizizz media to students

where there are 4 questions in the questionnaire to obtain data. There are 4 questions

asked regarding the purpose of Quizizz media, namely at numbers 8, 9, 10 & 11.

The questions will be explained as follows:

9. Tingkat keefektifan media Quizizz sesuai dengan tingkat keefektifan

karakter saya dalam belajar (The level of effectiveness of the Quizizz media

corresponds to the level of effectiveness of my character in learning)

According to the results of the highest percentage obtained from the student

questionnaire, namely the neutral choice 45.2% the level of suitability of the

Quizizz character with the student's character was not approved by several

correspondents. but only a difference of 1 correspondence with the choice of agree.

according to the interviews, the researchers did the reason was that students felt

learning with games was interesting but the Quizizz model students felt like small

children so students chose neutral but some liked the learning model using game-
 52

based quizzes because of the colorful appearance so students felt it was an

interesting thing. Therefore, it can be concluded that statement number 8 is not

accepted by some vocational students.

10. Media Quizizz mempunyai petunjuk penggunaan yang jelas dalam proses

pengerjaan soal (Media Quizizz has clear instructions for use in the process of

working on questions)

The percentage on this question is 64.4%, 47 out of 73 correspondents

choose to agree with this question, which is a question that refers to the presentation

of Quizizz media for students. In question number 9, the researcher asked whether

Quizizz provided clear instructions for use. 47 students agreed with the reason that

Quizizz displays user instructions for accounts that have just joined the game on

Quizizz, making it easier for students to learn the features.

11. Durasi soal di setiap soalnya sesuai dengan kemampuan saya untuk

mengerjakan latihan soal evaluasi diri (The duration of the questions in each

question is in accordance with my ability to do self-assessment exercises)

The percentage on this question is 45.2%, 33 of 73 correspondents choose

to agree with this question, which is a question that refers to the presentation of

Quizizz media to students. in question number 10, the researcher asked whether

Quizizz provided duration in each question according to the students' ability to

answer the questions given, 33 students agreed with Quizizz's reasoning for

allocating time for each question with many time options so that the teacher could

adjust the duration to the students' abilities.

 53

12. Aplikasi Quizizz ini mempunyai tulisan pada butir soal dan jawaban jelas

dan rapi sehingga mudah dipahami oleh siswa (The Quizizz application has writing

on the questions and answers clearly and neatly so that it is easily understood by

students)

The percentage of this question is 53.4%, 39 of 73 correspondents choose

to agree with this question, which is a question that refers to the presentation of

Quizizz media to students. in question number 11, the researcher asked whether

Quizizz provided writing on the questions and answers clearly and neatly so that it

was easily understood by students, according to the explanation about Quizizz in

chapter 2 that Quizizz has several choices of interesting fonts for student quizzes.

From the above data analysis, the researchers obtained the results that, the

majority of students have given their assent to the questionnaire or had a favorable

impression of the Quizizz practice reading questions. According to the table above,

10 of the 12 questionnaire statements were superior on a scale of 4 and 2 questions

were superior on a rating of 3. Because the majority of them had a positive outlook,

take a Quizizz self-assessment. The reason why pupils respond positively to self-

evaluation. To begin, the Quizizz facility is a game application or so-called game-

based educational application that introduces multiplayer activity to the classroom

and makes interactive practice or testing in the classroom simple and enjoyable.

The grading of the activities, as well as the correct and erroneous responses, might

increase their learning desire to work more (Zhao 2019). The second argument is

that using Quizizz for online testing is more efficient and time-saving. Students may
 54

take their test anytime and anywhere, not only in the classroom, using online use

assessments.
 CHAPTER V
CONCLUSION & SUGGESTION

This chapter consisted of the conclusion and suggestion based on research

results and discussion presented in the previous chapter.

A. Conclusion
Based on data presentation and data analysis from the previous chapter, the

researcher concludes the process of implementing Quizizz began with the teacher

teaching the material after the teaching was finished, the students were given

directions to join the game on Quizizz but with no time limit for the process. and

197 accounts have done practice questions on Quizizz.

In this study, researchers found several responses obtained from a

questionnaire with 73 correspondents. Some of the responses given were as follows:

First, the Quizizz facility is a game application or so-called game-based educational

application that introduces multiplayer activities into the classroom and makes

interactive practice or testing in the classroom simple and fun. Activity assessments,

as well as correct and incorrect responses, can increase their learning desire to work

more. The second argument is that using Quizizz for self-assessment is more

efficient and saves time. Students can do their practice questions anytime and

anywhere, not just in class.

55
 56

B. Suggestion

After researching quizizz as a self-assessment tool in teaching reading, then

the author provides the following suggestions:

1. The School.

a. Organizing In House Training (IHT) to develop teacher's ability in terms of

digital-based learning.

b. Facilitate the facilities and infrastructure needed by teachers concerning

online learning.

2. Teacher

a. Teachers are expected to have the creativity to find evaluation tools that are

following the abilities and developments of the times.

b. Teachers are expected to have ideas to create something new so that online

learning is not boring either for teachers, students, as well as parents.

c. Teachers are expected to be able to take advantage of technology which is

a demand in this era digital and also good at using it in times of this

pandemic.

3. Students

a. Students should take advantage of available technology to access learning

activities.

b. Using available technology appropriately and in-depth parental supervision

and guidance.

c. Make the most of distance learning time.

 57

4. Other Researchers

a. This research can be a reference on the use of media

b. Quizizz-based online learning both during the Covid-19 period or new-

normal.

c. This research is expected to be used as a benchmark for conduct similar

research in more depth.

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Appendix
 60

Appendix 1
Table 4 The Questionnaire of the Research

Jawaban
No. Pernyataan
STS TS N SS S
1. Pembelajaran menggunakan
Quizizz mempermudah saya
dalam memahami materi
Reading comprehension
2. Pembelajaran menggunakan
media Quizizz
mempermudah saya dalam
memahami soal reading
comprehension yang
diberikan oleh guru
3. Saya lebih termotivasi
mengerjakan soal reading
comprehension ketika
menggunakan media
Quizizz
4. Mengerjakan latihan soal
melalui media Quizizz
meningkatkan rasa
semangat kepada diri saya
untuk memahami materi
5. Mengerjakan soal
menggunakan media
Quizizz membuat saya
mudah mengingat materi
yang telah diberikan
6. Penggunaan Media Quizizz
membuat saya merasa
tertantang untuk
mengerjakan latihan soal
pada sesi evaluasi diri
7. Media Quizizz membantu
saya untuk berpikir kritis
dalam mengerjakan latihan
soal evaluasi diri
8. Tingkat keefektifan media
Quizizz sesuai dengan
tingkat keefektifan karakter
saya dalam belajar
9. Media Quizizz mempunyai
petunjuk penggunaan yang
 61

jelas jelas dalam proses

pengerjaan soal
10. Durasi soal di setiap soalnya
sesuai dengan kemampun
saya untuk mengerjakan
latihan soal evaluasi diri
11. Aplikasi Quizizz ini
mempunyai tulisan pada
butir soal dan jawaban jelas
dan rapi sehingga mudah
dipahami oleh siswa
12. Penggunaan media Quizizz
dalam proses penilaian diri
siswa menjadikan siswa
lebih tertarik dalam
mengukur kemampuannya
sendiri

Source : Mohammad Syaifulloh (2020)


Appendix 2
Table 5 The Interview Transcripts
Participant: Diah Agus Fatmawati
Kramat, August 7, 2021
Question
Did you explain beforehand how to use
Quizizz? (Apakah anda menjelaskan
terlebih dahulu tentang cara
menggunakan Quizizz?)
Are the questions given in accordance
with the syllabus? (Apakah soal-soal
yang diberikan sudah sesuai dengan
silabus?)
Is Quizizz implemented when online
classes? (Apakah Quizizz diterapkan
saat sekolah melaksanakan kelas
online?)
Are there students who don't understand
how to use Quizizz? (Apakah ada siswa
yang tidak memahami cara
menggunakan Quizizz?)
Does Quizizz provide practice questions It's good enough but Quizizz is free
well? (Apakah Quizizz memberikan fitur only for 1 week after that you have to
latihan soal dengan baik?)
62
Participants’ Responses
yes I explained but not much, because
I think Quizizz is a learning-based
game media that is easy to use and
Quizizz also provides its feature
functions. (Iya tapi tidak banyak,
karena saya rasa Quizizz merupakan
media game berbasis pembelajaran
yang mudah untuk digunakan dan
Quizizz juga menyediakan fungsi-
fungsi fiturnya.)
Yes, I give practice questions
according to the syllabus with the
material giving asking opinions, and
recount text. (Iya saya memberikan
latihan soal sesuai silabus dengan
materi giving asking opinion.)
Yes. Since online learning we use
Quizizz for student assessment
alternatives. (Iya. Semenjak
pembelajaran online kami
menggunakan Quizizz untuk alternatif
penilaian siswa.)
Yes, there is. I think it's because
Quizizz uses English so for my students
there are some who are unfamiliar with
some of the vocabs. (Iya ada. Menurut
saya itu disebabkan karena Quizizz
menggunakan bahasa Inggris jadi
untuk siswa saya ada beberapa yang
unfamiliar dengan beberapa
vocabnya.)
upgrade to a paid one. (Cukup baik sih
tapi Quizizz free hanya untuk 1 minggu
setelah itu harus upgrade ke yang
berbayar.)
 63

Appendix 3
Table 6 The Observation Checklist

Observation Checklist
Teacher Name : Diah Agus Fatmawati, S.Pd
Class : XI TAV, XI TKRO 1, XI TKRO 2, XI TKRO 3, and XI TKRO 4.
Total Students: 43 siswa
Date : July 26, 2021
Table 7 A Checklist of Table Data

SCALA
NO QUESTION
1 2 3 4 5
Guru memberi petunjuk penggunaan media
1. √
Quizizz
2. Guru menguasai materi √
3. Guru memberi contoh terlebih dahulu √
Siswa bertanya tentang cara menggunakan
4. √
Quizizz
5. Siswa bekerja sama dengan temannya √
6. Siswa mendapatkan fasilitas dengan baik √
7. Siswa sangat berantusias √
Adanya kesulitan dalam pemanfaatan
8. √
teknologi
9. Guru melakukan tanya jawab dengan siswa √
Terjadi pengulangan dalam menggunakan
10. media Quizizz karena terdapat respon baik √
dari siswa
11. Instruksi sudah jelas dan diterima oleh siswa √
 64

Observation Checklist
Teacher Name : Diah Agus Fatmawati, S.Pd
Class : XI TKRO 5, XI TPM, XI MM 1, and XI MM 2.
Total Students: 49 siswa
Date : July 30, 2021
SCALA
NO QUESTION
1 2 3 4 5
Guru memberi petunjuk penggunaan media
1. √
Quizizz
2. Guru menguasai materi √
3. Guru memberi contoh terlebih dahulu √
Siswa bertanya tentang cara menggunakan
4. √
Quizizz
5. Siswa bekerja sama dengan temannya √
6. Siswa mendapatkan fasilitas dengan baik √
7. Siswa sangat berantusias √
Adanya kesulitan dalam pemanfaatan
8. √
teknologi
9. Guru melakukan tanya jawab dengan siswa √
Terjadi pengulangan dalam menggunakan
10. media Quizizz karena terdapat respon baik √
dari siswa
11. Instruksi sudah jelas dan diterima oleh siswa √
 65

Appendix 4
Table 8 The Lesson Plan

RENCANA PEMBELAJARAN DARING (RPD)

Sekolah : SMK Muhammadiyah 1 Kramat

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / 1
Materi Pokok : Teks memberi dan meminta informasi terkait pendapat dan
pikiran
Alokasi Waktu : 1 Jam Pelajaran @60Menit

A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.1 Menyusun teks interaksi transaksional,
3.1.1. Menyusun teks memberi
lisan dan tulis, pendek dan sederhana, dan meminta informasi
yang melibatkan tindakan memberi dan terkait pendapat dan
meminta informasi terkait pendapat dan pikiran, dengan
pikiran, dengan memperhatikan fungsi memperhatikan fungsi
sosial, struktur teks, dan unsur sosial, struktur teks, dan
kebahasaan yang benar dan sesuai unsur kebahasaan yang
konteks benar dan sesuai konteks

B. Tujuan Pembelajaran
Melalui pembelajaran ini peserta didik dengan kritis dan kreatif mampu
menyusun teks memberi dan meminta informasi terkait pendapat dan pikiran,
C. Materi Pembelajaran
• Fungsi Sosial (Menjaga hubungan interpersonal dengan guru, teman, dan
orang lain)
• Struktur Teks (Memulai dan Menanggapi)
• Unsur Kebahasaan (Ungkapan menyatakan pendapat I think, I suppose, in
my opinion)
• Topik : Situasi yang memungkinkan munculnya pernyataan tentang
pendapat dan pikiran seputar wabah korona virus di Indonesia
 66

D. Kegiatan Pembelajaran
Kegiatan Daring melalui aplikasi
Microsoft Teams
- Guru menjelaskan singkat seputar materi meminta dan menyatakan pendapat
Guru memberikan contoh penggunaan ungkapan meminta dan menyatakan
pendapat dalam kehidupan sehari – hari serta video link

• (Asking and Giving Opinion Bahasa Inggris)

• Guru menghubungkan materi dengan kondisi wabah korona di
Indonesia
(Apakah Virus Corona itu dan Bagaimana Melindungi Diri Anda)
(Novel Corona Virus 2019 NCoV)
• Guru meminta siswa menganalisis 2 gambar tersebut
• Guru meminta siswa menyampaikan pendapat secara lisan berdasarkan
pertanyaan sebagai berikut :
Menurut anda apa saja yang harus kita lakukan untuk menghindari diri tertular
virus korona ?
Apabila anda seorang Presiden menurut anda langkah apa saja yang
seharusnya dilakukan pemerintah untuk mengendalikan penyebaran wabah
virus korona di Indonesia ?

Microsoft Teams Link: https://bit.ly/muh_diah

F. Penilaian
1. Sikap : Observasi dan Pengamatan
2. Pengetahuan : Tes Tulis dan lisan
3. Ketrampilan : Portfolio dan Performance

Mengetahui Tegal, 26 Juli 2021

Kepala Sekolah Guru Mata Pelajaran

Sahudi, ST Diah Agus Fatmawati, S.Pd.

NBM. 1049 388 NBM. 1192 342
 67

HANDOUT BAHAN AJAR :

1. Materi
ASKING & GIVING OPINION
The opinion includes the words of opinion and argument/ reasons. Opinion
dialogue is a dialog consists of two persons or more who have an opinion on each
other. It can use the expressions, such as in my opinion, in my view, I think, etc.
Argument dialogue is a dialog that states the arguments or reasons. It can use the
words such as first, second, etc for arranging arguments.

1. Asking opinion :
A. Formal : B. Informal:

Have you got any comments on …..
Do you have any idea?
Do you have any opinion on ……
Would you give me your opinion
on……….?
What is your reaction to ……
What is your opinion about……….?
What do you think of…….?
What do you think about………?
What is your opinion?
Why do they behave like that?
Do you think it’s going?
How do you like?
How was the trip?

What are you feeling about………….? How do you think of Rina's idea?
What are your views on……….? How do you feel about this decision?
Please give me your frank opinion? Giving opinion

2. Giving Opinion
A. Formal : B. Informal
I personally believe ….. I think I like it.
I personally consider …. I don’t think I care for it.
I personally think /feel …. I think it's good/nice/terrific……..
I hold the opinion …. I think that awful/ not nice/
My view of the matter is …… terrible………… I don't think much of
it.
We l, persona ly ……. I think that……..
If I had my view, I would ….. In my opinion,
I would rather……….
In my case …..
What I’m more concerned
with..
What I have in my mind is………
 68

The way I see is that…………

Not everyone wi l agrees with me, but
….

To my mind …..
From my point of view ….

Text Asking Giving Opinion:

In conclusion, if students had lockers, the number of stealing incidents in

school would go down. It would also provide a safe and clean place for students to
put their things. If we had lockers, the school would be a happier place for everyone.
If you don't want your things stolen, contact your principal and demand lockers for
your school.

Question:
What does the writer suggest in his/her conclusion?

2. ASSIGNMENT

A. Reading
Guru meminta siswa mengerjakan latihan soal tentang kalimat berupa
pendapat di Quizizz
Soal-Soal di Quizizz
1. Lockers for Everyone.
What would you think if you had to put your personal belongings in a heap
and every time you turned around something of yours was stolen? That is why I
think students should have lockers. Lockers can protect students' things and keep
their things somewhere clean. The students won't have to complain about carrying
everything at once. Lockers can also stop people from stealing students' stuff. For
example, the children won't have to worry about their books, homework
assignments, and personal belongings being stolen. The reason is that the children
will have their own lockers plus their own locks, which only they have the
combination to. This will reduce cases where things are being stolen.

What is the main topic of the text above?

Answer choices:
a. Theft happens at schools
b. The student should have lockers
 69

c. Students need to protect their things

d. Lockers would make everyone happier
2. Students also should have lockers so they will have a clean place to put their
books. What I mean by this is, many desks are rusty and have gum stuck under
them. Also, if you put your stuff into a heap then it will easily collect dust. Their
staff will be kept very clean in a neat environment if students are given lockers to
use.
What does the word 'them' in line 4 refer to?
Answer choices
a. Books
b. Desks
c. Lockers
d. Students

3. In conclusion, if students had lockers, the number of stealing incidents in

school would go down. It would also provide a safe and clean place for students to
put their things. If we had lockers, the school would be a happier place for everyone.
If you don't want your things stolen, contact your principal and demand lockers for
your school.

What does the writer suggest in his/her conclusion?

Answer Choices
a. We should not steal anything at schools
b. Students ask their principals for lockers
c. Lockers would make everyone happier
d. Today's students complain less

4. Why carry books every day? You can eliminate the pain by having a
locker to store the things you don't need. Also, students are always whining about
having to carry all their books. If they had lockers, they would be happier.

Which one is not the effect of students carrying everything at once?

Answer choice:
a. Storing things
b. Health problems
c. Too heavy to carry
d. Too many complaints

5. The arguments against smoking are well known. Smoking is dangerous to health.
Heart disease, bronchitis, and lung cancer have all been linked to smoking. If you
smoke, you have a higher risk of dying from a heart attack or stroke. In itself, this
is a good reason to not smoke. As we know, smoking also acts as the pivotal cause
 70

of chronic bronchitis. Smokers inhale tobacco smoke into their lungs, which
irritates the air passages. This finally produces mucus, subsequently developing into
chronic bronchitis.

Which one is NOT a risk of smoking?

Answer Choice:
a. Heart disease
b. Air passage
c. Lung cancer
d. Bronchitis

B. Direct Speaking (Zoom)

Guru meminta siswa menyampaikan pendapat secara lisan berdasarkan
pertanyaan sebagai berikut:
In your opinion, What should we do to prevent the transmitting of the coronavirus
to ourselves?
What do you think about SMK Muhammadiyah Kramat?
 71

Appendix 4
Figure 2 The Display of Online Questionnaire via Google Form

:
 72

Appendix 5
Figure 3 Picture of Quizizz
73
 74

Appendix 6
Figure 4 Picture of the Online Class
75
 76

Appendix 7

Figure 5 The picture of the Interview via Whatsapp Messanger