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The Effectiveness of A Task-Based Learning Strategy Through The Quizizz Application On To Enhance Students’ Achievement And Motivation In Reading Classroom

English Education Journal · Vol. 13 No. 4 (2023) · hlm. 543–550

DOI
10.15294/5n4z9e52
Terbit
2023-12-23
Penerbit
English Education Journal
Bahasa
eng

Abstrak

The study aims to investigate how using the Quizizz application to apply a task-based learning technique will improve the achievement and motivation of students in teaching reading. This study will use sequential explanatory designs that combine quantitative and qualitative methods. It only has one eighth-grade class at one school: SMPN N 1 Bawen Kab. Semarang. Thirty-six pupils were to participate. Pre and post-tests, observations, and questionnaires are used to gather data. Students' reading comprehension achievement was estimated using their pre-and post-test results. A questionnaire and observation were utilized to assess the impact on student motivation. A questionnaire and observation were utilized to assess the impact on student motivation. Pre-test and post-test data will be used to conduct the analysis. The researcher will be using SPSS 22 for Windows. The study's significance level is 0.000, which is less than 0.05. If the sig. is <0.05. The average pre-test score was 58.89, whereas the post-test score was 74.58. It grew by 15.69. The questionnaire revealed that 86% of respondents thought it had a favorable effect, while 14% didn't. The observation supports the facts. This study demonstrated that TBL, using a Quizizz application, might improve the achievement and motivation of students in teaching reading.

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Januarius MujiyantoAfiliasi tidak diketahui5
Hendi PratamaAfiliasi tidak diketahui3
Henrikus Joko YuliantoAfiliasi tidak diketahui2
Agung Ginanjar AnjaniputraAfiliasi tidak diketahui1
Aprilian Ria AdistiAfiliasi tidak diketahui1
Wa Ode Zulhidjah AwalyahInstitut Agama Islam Negeri Kendari1
Rudi HartonoAfiliasi tidak diketahui1
Indah NurhidayahAfiliasi tidak diketahui1
Zulfa SakhiyyaAfiliasi tidak diketahui1
Lilis SulistiantiAfiliasi tidak diketahui1
Fahmi MusthafaAfiliasi tidak diketahui1
Fahmi Arif SangajiAfiliasi tidak diketahui1
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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eej/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Effectiveness of A Task-Based Learning Strategy Through The Quizizz Application On To Enhance Students’ Achievement And Motivation In Reading Classroom</dc:title>
	<dc:creator xml:lang="en">Hidayati, Anik</dc:creator>
	<dc:creator xml:lang="en">Sri Wuli Fitriati</dc:creator>
	<dc:creator xml:lang="en">Katharina Rustipa</dc:creator>
	<dc:description xml:lang="en">The study aims to investigate how using the Quizizz application to apply a task-based learning technique will improve the achievement and motivation of students in teaching reading. This study will use sequential explanatory designs that combine quantitative and qualitative methods. It only has one eighth-grade class at one school: SMPN N 1 Bawen Kab. Semarang. Thirty-six pupils were to participate. Pre and post-tests, observations, and questionnaires are used to gather data. Students' reading comprehension achievement was estimated using their pre-and post-test results. A questionnaire and observation were utilized to assess the impact on student motivation. A questionnaire and observation were utilized to assess the impact on student motivation. Pre-test and post-test data will be used to conduct the analysis. The researcher will be using SPSS 22 for Windows. The study's significance level is 0.000, which is less than 0.05. If the sig. is &amp;lt;0.05. The average pre-test score was 58.89, whereas the post-test score was 74.58. It grew by 15.69. The questionnaire revealed that 86% of respondents thought it had a favorable effect, while 14% didn't. The observation supports the facts. This study demonstrated that TBL, using a Quizizz application, might improve the achievement and motivation of students in teaching reading.</dc:description>
	<dc:publisher xml:lang="en">English Education Journal</dc:publisher>
	<dc:date>2023-12-23</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:identifier>https://journal.unnes.ac.id/journals/eej/article/view/612</dc:identifier>
	<dc:identifier>10.15294/5n4z9e52</dc:identifier>
	<dc:source xml:lang="en">English Education Journal; Vol. 13 No. 4 (2023): December 2023; 543-550</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eej/article/view/612/57</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2023 English Education Journal</dc:rights>
</oai_dc:dc>