SKKN Teaching english during covid-19: Using web - Based quizizz tool to encourage efl 11th graders to do grammar exercises in language focus parts at Quy Chau high school

Nội dung tóm tắt: SKKN Teaching english during covid-19: Using web - Based quizizz tool to encourage efl 11th graders to do grammar exercises in language focus parts at Quy Chau high school

1. so that they don’t find difficult anymore when using it. Through these 10 answers to this question, I think that designing language focus exercises on Quizizz Tool encourages students to do exercises more effectively compared with traditional ways. In the second question, 9 students prefer doing exercises on Web-based Quizizz Tool to doing them in traditional ways. They explain that it is not easy but also convenient to do exercises on Quizizz. They said that they can do wherever and whenever they like such as at school in the day time, at home at night and during breaktime as long as they have laptops, smart phones or ipads which are connected with internet. Only 1 student who said no, he told that poor internet connnection sometines took him much time to connect or to interrupt during doing exercise process. In the third question, 7 students said that the exercises designed on Web-based Quizizz Tool are attractive and interesting because they both play games and do exercises at the same time, which encourage them to do without boredom. Three students suggested that teacher should not give the deadline, by this way they can do the exercies without worrying the games stops. In the fourth question, 10 students list some problems such as internet connection and badly qualified studying tools, which sometimes interrupt their doing exercise process. However, these drawbacks can not prevent them from finishing their assignments. In the fifth question, all of them agreed that Web-based Quizizz Tool acually helps them in doing language focus exercises during Covid-19 pandemic. They don’t have to take and hand in their assignments directly from teachers, which reduces Covid-19 infections. They only stay at home, do exercises and submit. Especially, they don’t have to wait for the results for so long because they know their bands as soon as they submit them. Therefore, during Covid-19 pandemic, Web-based Quizizz Tool not only helps them to finish their assignments effectively but it also helps them to respond the Covid-19 pandemic. 4.3. Discussion Based on the analysis of the data that the writer would like to discuss, there are two research questions in this study. The first research question is “To what extent does using Quizizz Tool encourage EFL 11th graders to do grammar exercises in language focus parts?” To answer this research question, the writer conducted tests to the students. The writer taught students to do language exercises through Web- based Quizizz Tool. The pre-test was given to the students before the treatment, while the post-test was given after the students finished the treatment. 4 4
2. All tables show that there are statistically significant differences between the pre- test and post test after applying using Web-based Quizizz Tool so that we can conclude that using Quizizz can encourage EFL 11th graders’ to do grammar exercises in language focus parts. However, these encouragements are considerably different among individuals. Besides, the interview also provides so many meaningful opinions on using Web- based Quizizz Tool to answer the second question: “What are the students’ opinions of using Web-based Quizizz Tool during Covid-19 pandemic?” Through their opinions we can find out that Quizizz Tool is really important during this Covid-19 pandemic. Firstly, Web-tools like Quizizz are new trend for the young generation to apply. Should the teachers update this trend efectively, teachers-students interaction will be enhanced . Secondly, doing exercises on Quizizz Tool is not only easy but also convenient for them because they can do wherever or whenever as long as they have studying tools connected with the internet. Thirdly, Quizizz Tool makes the exercises more attractive and interesting because the students both do exercises and play games at the same time. Fourthly, students face some difficulties such as poor internet connections and badly qualified studying tools, however, these drawbacks can be reduced. Finally, they all agreed that Web-based Quizizz Tool helped them encourage much in the Covid-19 pandemic. 45
3. CHAPTER V CONCLUSION AND SUGGESTION The study aims at exploring the encouragement in using Web-based Quizizz Tool in doing language focus exercises at the 11th grader students of a high located school in Nghe An Province and finding out the students’ opinions in applying Quizizz Tool. The writer elaborated the result of the study in chapter four. Therefore, this chapter explains about conclusions and suggestions of the study. 5.1. Conclusion Based on the results, the conclusions of the study can be drawn as follows: 1. The use of Web-based Quizizz Tool to encourage to do exercises in language focus parts. This can be understood by the mean score of pre-test and post-test. The score of pre-tests and post-tests showed a significant difference. Furthermore, the encouragement of doing exercises is not only obtained by the students’ achievement, but it is also obtained by students’ responses in interview. The result showed that using Web-based Quizizz Tool can help students encourage efl 11 graders to do exercises in language focus parts. 2. There are students’ opinions in doing exercise using Web-based Quizizz Tool during Covid-19 pandemic. Firstly, all 10 students like Quizizz Tool because it is a new trend for young generation. Secondly, Web-based Quizizz Tool is easy and convenient to use. Thirdly, exercises designed on Quizizz Tool are more attractive and interesting than in normal ways. Fourthly, the problems students face can be reduced. Finally, Web-based Quizizz Tool help them much during Covid-19 pandemic. 5.2. Suggestion Based on the result of the study, there are some suggestions that can be considered to make students more interested in doing exercises through Quizizz Tool, as follows: 1. The writer suggests to teachers for using Web-based Quizizz Tool in teaching and learning process. Quizizz should not be only used in designing grammar exercises but should also be used in other aspects such as vocabulary, pronunciation and reading. 2. Poor internet connection is considered when using Web-based Quizizz Tool to give home assignments to students. 2. This study is still far away from perfection, whether the media, the time, the learning process, the sample, and the focus of using Web-based Quizizz Tool. Therefore, the writer expected to the next writers to be able to cover the limitation of this study. 4 6
4. REFERENCES Tiếng Anh 11. Nhà Xuất Bản Giáo Dục. Giới thiệu giáo án Tiếng Anh 11. Nguyễn Hải Châu, Vũ Thị Lợi, Trần Lê Thúy Hằng, Đồng Thị yến Trang. Dạy học theo chuẩn kiến thức kỹ năng 11. Vũ Thị Lợi, Hoàng Thị Xuân Hoa, Nguyễn Thu Hà, Nguyễn Huyền Minh. Brown, J. D, (2005), Statistics corner: Questions and answers about language testing statistics: Characteristics of sound qualitative research, Shiken: JALT Testing & Evaluation SIG Newsletter 9(2), 31–33. Amalia, D. (2020). Quizizz Website as an Online Assessment for English Teaching and Learning: Students’ Perspectives. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(1), 1-8. Balwant, Paul T. (2018). The Meaning of Student Engagement and Disengagement in The Classroom Context: Lessons from Organisational Behaviour. Journal of Further and Higher Education, 42(3), 389-401. Brown, H. Douglas. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York, NY: Pearson Education Limited Fayad, Andrew (2016). Gamification. Retrieved from: Harmer, Jeremy. 2012. Teacher Knowledge: Core Concept in English Language Teaching. Essex, England: Pearson Education Suparsa, I. N., & Mantra, I. B. N. (2020). Covid-19 terminologies: The extent of student’s vocabulary acquisition during learning from home. International Journal of Linguistics and Discourse Analytics, 2(1), 41-47.
5. APPENCICES APPENDIX 1 ANSWER KEY AND SCORING GUIDE FOR PRE-TEST I. REWRITE Questions Contents Scores 1 The teacher encouraged Eric to join the football team. 1 2 They let him write a letter to his wife. 1 3 After the train had left, she got to the station. 1 4 She enjoys walking in the rain. 1 5 Having failed twice, he didn’t want to try again. 1 II. MULTIPLE CHOICE. * One score for a right answer. 1. B (taking) 2. A (to lock) 3. C (to be invited) 4. D (had gone) 5. C (stay) APPENDIX 2 ANSWER KEY AND SCORING GUIDE FOR POST-TEST I. REWRITE. Questions Contents Scores 1 John congratulated us on passing our exams. 1 2 She said that if she were me, she wouldn’t buy that 1 coat. 3 The man who answered the phone told me you were 1 away. 4 The song to which we listened last night was 1 interesting. 5 If I had free time, I could visit you 1 II. MULTIPLE CHOICE.
6. * One score for a right answer. 1. D (not paying) 2. B (on one) 3. D (would have bought) 4. B (whom) 5. B. didn't come APPENDIX 3 PRE-TEST AND POST-TEST MARKSHEET STT Họ và tên Pre-test Post 1 Trần Quỳnh Anh 8 9 2 Nguyễn Mạnh Cường 3 5 3 Lê Phương Diệp 7 9 4 Lộc Huyền Dịu 6 7 5 Vũ Kim Dung 4 5 6 Lang Thị Hậu 5 6 7 Đặng Thị Thanh Hiền 7 8 8 Võ Thị Thanh Hiền 3 4 9 Hoàng Thị Hoài 6 8 10 Vi Thái Học 6 8 11 Nguyễn Thái Huy 4 5 12 Lương Thị Khánh Huyền 8 10 13 Lê Thị Thanh Nga 5 6 14 Đặng Manh Kiên 5 7 15 Vi Hoàng Linh 6 7 16 Hoàng Duy Mạnh 4 5 17 Lô Thị Bích Ngọc 5 6 18 Hoàng Thảo Nguyên 7 9 19 Hồ Thị Linh Nhi 7 9
7. 20 Huống Thị Nhật Nhi 3 4 21 Ngân Trọng Quý 4 5 22 Nguyễn Thúy Quỳnh 9 10 23 Trần Anh Tài 6 7 24 Hồ Phương Thảo 7 9 25 Lê Anh Thi 7 9 26 Hoàng Vũ Hà Trang 7 8 27 Trần Thị Thanh Trúc 6 7 28 Phan Thị Thu Uyên 6 8 29 Lê Thị Hà Vi 6 8 30 Lang Thị Hà Vy 4 6