SKKN Applying quizizz to design english exercises for 12th form students in tuong duong mountainous district

Nội dung tóm tắt: SKKN Applying quizizz to design english exercises for 12th form students in tuong duong mountainous district

1. students’ achievement. It also strengthens the result of (Rahayu & Purnawarman, 2019) who proved that the students performed better achievement in doing English exercises through quizizz. In addition, it also supports the research result of (Aşıksoy & Sorakin, 2018) who revealed that Quizizz application is effective to enhance learning achievement and reduce the students’ anxiety in learning. Furthermore, based on the result of the questionnaire presented in table 1, we can conclude that most of the students presented positive views toward the use of quizizz for learning English, for example, most of the students said that they are motivated to do English exercises by applying quizizz application. It is in line with (Hamilton-Hankins, 2017) who revealed that the implementation of quizizz in the classroom can increase the students’ learning motivation. In addition, it is agreed with (Yan mei et al., 2019) who proved that the students presented a positive attitude toward the use of quizizz application class. In this case, by applying Quizizz, the students became more active in answering the teacher’s questions and able to concentrate on the material well. From the questionnaire given most of the students said that they felt happy in doing the test by applying Quizizz application. They also said that learning through application is easy. Those results are strengthened (Zhao, 2019) who revealed that the students can operate Quizizz application easily, and do the quiz happily. Moreover, it reported that Quizizz application assists the students in reviewing the materials and arouses their motivation to learn the materials CHAPTER IV. CONCLUSION AND SUGGESTIONS, PROPOSALS A.Conclusion Based on the result and the discussion of the data analysis previously, the researcher takes conclusion as follows: 1.The use of information technology in general and online software in particular in teaching is an inevitable trend in the 4.0 era. High school level has always played a very important role in the strategy of fundamental and comprehensive innovation in the education sector. English is gradually becoming the second language in the era of international integration. It innovates the method to improve the quality of English teaching in general and the high school level in particular with a great practical meaning for education in particular and the development of the country in general. 2. The implemetation of Quizizz could enhance the students’ achievement in learning English. This is demonstrated by the graduation test scores of 4 classes 12B,12C,12D, 12K and has been improved after using Quizizz software 22
2. 3. The students presents positive attitude toward the use of quizizz in supporting Learning English. 4. Using Quizizz software to support teaching English in Tuong Duong 1 High School is one of the ways to innovate the teaching method to solve the shortcomings in teaching in the traditional way that are poor in terms of materials, visual images, object limitations, space, time to communicate. B. Suggestions, proposals Based on the findings related to the results of study in Quiizzz application methods that the improving student learning English at Tuong Duong 1 high school. Then the following suggestions was suggested: 1. To teacher, especially teachers of Tuong Duong 1 high school ,it is recommended to apply or use the Quizizz Application method to generate interest and motivation for improve students’ learning English. when designing and formulating the curriculum, it is necessary to choose the appropriate and creative form of lesson organization in the design of learning activities for students to make the lecture more rich in knowledge, flexible in methods, bringing high efficiency. 2. To student, the researcher also suggests the students to have a special time for reviewing the material in Quizizz application to make it planted in their brain . 3. To researchers, they will be able to develop and strengthen the method of this application and strengthen the results of this study by studying it first, being able to conduct more successful research and as a teacher can improve the creativity, make quizizz application to be unique like, put the video, picture in the quizizz application based on the material. Before than use quizizz in learning process, researcher always doubel check the internet connection or wi-fi. 4. To institution, it is expected to add provider facility, as a computer program, and always give motivation and supporting for teachers. Moreever, it can be improve the achievement of the institution among other institutions. Beside, the school needs to strongly launch scientific research movements, actively design teaching utensils, actively use information technology applications in teaching. In addition to organizing the above well, each school should try 100% of classes with smart televisions or projectors, a secure and stable network system. As such, it will be very convenient for teachers to apply the utility of technology. 5. Authorities at all levels and sectors of education and training should pay proper attention and invest in completing teaching facilities for schools in need; organize useful seminars on the application of information technology in English teaching, foster knowledge about new methods for teachers, implement 23
3. innovation in teaching methods in a wide, synchronous way, the ultimate aim is to improve the quality of subject teaching. ACKNOWLEDGMENT The author gratefully acknowledge the help from the principle of the school who made this research possible to conduct. Also, the author would like to thank all of twelve-grade-students for their serious contribution to this research. 24
4. TABLE OF CONTENT PART I: INTRODUCTION 2 B. AIMS OF THE STUDY 3 C. SCOPES OF THE STUDY 3 D. METHOD OF THE STUDY 3 E. SIGNIFICANT OF THE RESEARCH 4 CHAPTER I. THEORETICAL BACKGROUND 4 A.SOLUTION 1 5 1. Definition Quizizz application 5 2. Purpose of Quizizz application 6 3 The Implementing of Quizizz Application 7 B. SOLUTION 2 8 CHAPTER II. PRACTICAL BACKGROUND 15 A. SETTINGS OF THE STUDY 15 1.THE COMMUNITY 15 2. THE TEACHERS 16 3. THE PUPILS 16 B. PARTICIPANTS 17 C. DATA COLLECTION METHODS 17 D. DATA COLLECTION PROCEDURES 18 1. OBSERVATIONS 18 2. INTERVIEWS 19 3. QUESTIONNAIRE 19 CHAPTER III. RESULT AND DISCUSSION 19 A.CONCLUSION 22 B. SUGGESTIONS, PROPOSALS 23 BIBLIOGRAPHY APPENDIX
5. BIBLIOGRAPHY 1. Mac Namara, D., & Murphy, L. (2017). Online versus offline perspectives on gamified learning. CEUR Workshop Proceedings,. 2. Zuhriyah, S., & Pratolo, B. W. (2020). Exploring students’ views in the use of quizizz as an assessment tool in English as a foreign language (efl) class. Universal Journal of Educational Research 3. Zhao, F. (2019). Using quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education,. 4. Medvedovska, D., Yulia, S., & Tamara, T. (2016). Integrating online educational applications in the classrom. European Humanities Studies journal. 5. Chandler, Curtis. (2015, juli 22). Four tools to help gamify your classroom. Middleweb. 6. Refnita, L. (2017). The effect of regular quizzes towards students’ achievement in a content-based subject. English Language Teaching and Research, 7. Rahayu, I. S. D., & Purnawarman, P. (2019). The Use of Quizizz in Improving Students’ Grammar Understanding through Self-Assessment. ATLANTIS PRESS,. 8. Aşıksoy, G., & Sorakin, Y. (2018). The effects of clicker-aided flipped classroom model on learning achievement, Physics anxiety and students’ perceptions. International Online Journal of Education and Teaching (IOJET). Retrieved from 9. Hamilton-Hankins, O. J. (2017). The impact of technology integration on the engagement levels of ten second grade students in an English language arts classroom. 10. Yan Mei, S., Yan Ju, S., & Adam, Z. (2019). Implementing Quizizz as Game Based Learning in the English Classroom. European Journal of Social Science Education and Research,
6. APPENDIX 1
7. EXerCiStS 0n Init 8 G’ 12th grade I @ 2 vũ kich conjuctions BÀI HOC • ùỹ 21 Siides @ 12th grad I @ 3 vú k,lEh vocabulari ầUIZ • :ỹ 15 ầuestions E?’ 3rd grade I @ 0 who› Van quiziz qUIZ .• 2z questions IB’ 3rd grade I @ 0 who› QUIZ • ùỹ 20 Questions &’ 12tn grade I % 125 vú k|ch Closest and opposite 9UIZ • ùỹ 16 Questions ?" 12tn grade I % 157 vú k!‹h Adverbial Clauses " ẽớ ' 12tn grade I % 17 vũ k!ch Exercises on Grammar QUIZ • ùỹ 40 Questions ' 12tn grade I @ 91 vũ k|ch Phonetic -ed-1 QUIZ • ùỹ 40 Questions
8. APPENDIX 2 DOCUMENTATION (students‘ activity used Quizizz application to do exercises) (students‘ activity used Quizizz application to do exercises)
9. (The activity when students‘ use Quizizz application to review part reported speech ) (The activity when students‘ use Quizizz application to review part inversion )
10. ABBREVIATED CATEGORIES IT : Information technology Q: question VG: very good G: good N: normal B: bad VB: very bad