OF MAN 2 KAMPAR
BY
KHAIRANI ASMA SIN. 11910420622
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM
RIAU
PEKANBARU
1444 H/2023 M
OF MAN 2 KAMPAR
By
KHAIRANI ASMA SIN. 11910420622
Thesis
Submitted as partial fulfillment of the Requirements for Bachelor Degree of English Education
(S. Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM
RIAU PEKANBARU 1444 H/2023 M
iii
ACKNOWLEDGEMENT
Firstly, all praise belong to Allah Almighty, the Sustainer of the world, the lord which each dua and sholat addressed, by His guidance and blessing, the writer has accomplished her final paper as academic requirement for the award of bachelor degree, entitled “The Experimental Research of Using Quizizz for Developing Writing Ability in Descriptive Text: Intergrating ICT at the Tenth Grades Students in MAN 2 Kampar”. Then, the writer says sholawat be upon to the Prophet Muhammad SAW, his family, his companion, and his followers.
Hopefuly we can get his syafa‟at or guiden to Jannah.
Secondly, I say with all of my gratitude and earnestness from the deep down in my heart, I would like to express my thankfulness to my parents Asy‟ari and Martini such as supportive and amazing parents, and also my lovely siblings are Nurhafizah Asma, Nurmadaniah Asma, and Muhammad Abdi, the writer is grateful for their never ending great love, advice, support, and pray. I have a lot of thanks to say for my family in my brain that can‟t write, but Allah know my heart and brain. I‟m lukiest for having this family. Especially my mum never end for praying me until Allah ridho to me, and I can‟t with you all. Ultimately, I got S.Pd as Bachelor Degree in English Education. May Allah Almighty give you all health and heartiness in this world and we can together as family in Jannah.
Then, I say many thanks are also devoted to all people contributed in completing this thesis. They are:
1. Prof. Dr. Hairunas, M.Ag., the Rector of State of Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj. Helmiati, M.Ag., as vice-rector I, Dr. H.
Mas‟ud Zein, M.Pd., as vice-rector II, Prof. Edi Erwan, S.Pt., M.Sc., Ph.D., as vice-rector III, and all of staff of State of Islamic University of Sultan Syarif Kasim Riau.
2. Dr. H. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H. Zarkasih, M.
Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M.Pd., as the Vice Dean II, Dr. Amirah Diniaty, M. Pd. Kons., as the Vice Dean III, and all the staffs.
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3. Dr. Faurina Anastasia, S.S., M.Hum., the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, S. Pd., M.Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Harum Natasya, M.Pd., the Academic Supervisor for his guidance to the students.
6. Nuardi, S. Pd., M. Pd., the writer‟s supervisor who has given correction, support, guidance, critics, advice, encouragement, and motivation to the writer from the beginning of writing the thesis until the completion of it.
7. All lecturers and staffs of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau who has given knowledge, and supports during the sources from semester one until now.
8. Hj. Leni Kusmiati, M.Pd., the headmaster of MAN 2 Kampar, who has welcomed and permitted the researcher to do the research at the school.
9. Wirdatul Jannah, S.Pd., as English Teacher of MAN 2 Kampar, who has given the writer guidance and advice in conducting the research.
10. The control class and experiment class, X MIA 1 and X MIA 2, thank you for supporting and helping this thesis
11. My big families, Saleh Squad, beloved uncles and aunties and also all of my precious cousins who have always supported me with uncountable love, valuable motivation, and have been so patient in waiting for my graduation.
12. The writer‟ favorite human, Fiqi Ramadhan, who has had a golden heart, smart brain, good attitude, and wise. Thank you for accompanying the writer since 2015 until now.
13. The writer‟s bestie, denaya and oza, who has accompanied, helped, suggested, and motivated the writer.
14. Thank you to the seven boys from South Korea; Kim Namjoon, Kim Seokjin, Min Yoongi, Jung Hoseok, Park Jimin, Kim Taehyung, and Jeon Jungkook, BTS, who has gave fight, ideas, and motivation as indirectly.
15. Thank you for My friends of „Terbaik Group‟ namely Indry Zusniati Pane and Alvi Syahril for giving support and pray for writer since MAN until now.
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vi ABSTRACT
Khairani Asma (2022) : The Experimental Research of Using Quizizz for Developing Students’ Writing Ability in Descriptive Text at The Tenth Grade of MAN 2 Kampar
The use of media in ICT can help students in teaching and learning process in writing ability. Using Quizizz aimed to help solving students‟
difficulties in writing descriptive text such as lack of vocabulary, confused in organize ideas, and missunderstanding in grammar. Therefore, this research aimed to investigate the students‟ writing ability of descriptive texts through without and by using Quizizz as a media, to investigate whether there is significant difference on students' writing ability between descriptive texts through without and by using Quizizz as a media, to investigate how is the effect of using Quizizz as a media on students‟ writing ability at the tenth grades students in MAN 2 Kampar. This research had qualitative design (quasi-experimental) research, the researcher applied cluster random sampling. The total population were 52 students. The classes chosen as the sample were X MIA 1 as the control class consisted of 14 students, and class X MIA 2 as the experiment class consisted of 14 students.
Thus, the total sample were 28 students. The researcher used writing test for collecting the data, it aimed to determine the students' writing ability in descriptive texts. In analyzing the data, the researcher used independent sample t- test and eta squared formula calculated by using SPSS 23 version. After collecting the data, the results of data analysis showed there was a significant difference on students' writing ability between descriptive texts through without and by using Quizizz as a media, in which Sig (2-tailed) 0.001 had less value than 0.05, then Ha is accepted and Ho is rejected. In addition, there was a moderates effect of using Quizizz as a media on students' writing ability in descriptive texts at the tenth grade students at MAN 2 Kampar, the result of eta squared was 0.127. It means there was a significant effect when without and using Quizizz as a media in writing descriptive text. When calculated in percent there was 1,38% students score increased when used Quizizz in writing descriptive text.
vii ABSTRAK
Khairani Asma (2022) : Penelitian Eksperimen dengan Menggunakan Quizizz untuk Mengembangkan Kemampuan Menulis Siswa dalam Teks Deskripsi Kelas 10 di MAN 2 Kampar
Penelitian ini dilaksanakan berdasarkan permasalahan yang dihadapi siswa-siswa seperti kekurangan kosa kata, kesulitan untuk mengorganisasikan ide- ide mereka, dan tata bahasa. Oleh karena itu, penelitian ini bertujuan untuk mengetahui kemampuan menulis teks deskriptif siswa yang diajarkan tanpa dan dengan menggunakan Quizizz sebagai media, untuk mengetahui apakah ada perbedaan yang signifikan pada kemampuan menulis siswa antara teks deskriptif yang diajarkan dengan dan tanpa menggunakan Quizizz sebagai media, untuk mengetahui bagaimana pengaruh penggunaan Quizizz sebagai media terhadap kemampuan menulis siswa kelas sepuluh MAN 2 Kampar. Dalam penelitian quasi experimental ini, penulis menggunakan cluster random sampling sebagai teknik pengambilan sampel. Total keseluruhan populasi sebanyak 52 siswa. Kelas yang terpilih menjadi sampel adalah X MIA 1 yang menjadi kelas kontrol dengan jumlah 14 siswa, dan kelas X MIA 2 yang menjadi kelas eksperimen dengan jumlah 14 siswa. Jadi, total sampelnya sebanyak 28 siswa. Untuk mengumpulkan data, peneliti menggunakan tes menulis untuk mengetahui kemampuan siswa dalam menulis teks deskriptif. Hasil analisa data menunjukkan adanya perbedaan yang jelas terhadap kemampuan menulis siswa pada teks deskriptif yang tidak diajarkan dan diajarkan dengan menggunakan Quizizz sebagai media, dimana Sig (2-tailed) memiliki nilai 0.001 lebih rendah dari 0.05, maka Ha diterima dan Ho ditolak. Selain itu, adanya pengaruh positif yang jelas dari penggunaan Quizizz sebagai media terhadap kemampuan menulis siswa pada teks deskriptif siswa kelas sepuluh MAN 2 Kampar, dengaan hasil eta squared 0.127. Hal itu berarti bahwa terdapat efek yang signifakan dengan tanpa menggunakan dan menggunakan Quizizz sebagai media menulis dalam teks deskripsi. Jika dikalkulasikan dalam bentuk persen, terdapat 1,38% nilai siswa yang meningkat dengan menggunakan Quizizz sebagai media dalam menulis teks deskripsi.
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صّخلم
( ،ءامسأ يناريخ ٢٢٢٢
لماكت :يفصولا صنلا ةباتك ةراهم ريوطتل زيزيوك مادختساب يبيرجت ثحب :) ايجولونكت تامولعملا
تلااصتلااو يف
ذيملات فصلا رشاعلا ةسردملاب
ةيموكحلا ةيملاسلإا ةيوناثلا ٢
رابمك
ت في ةبوعصلاو تادرفلما صقن لثمك ،ذيملاتلا اههجاو لكاشم هتيفلخ ثحبلا اذه مهراكفأ ميظن
مهميلعت تم نيذلا ذيملاتلا ىدل يفصولا صنلا ةباتك ةراهم ةفرعم لىإ ثحبلا اذه فدهي ،كلذل .دعاوقلاو ةراهم في ماه قرف كانه ناك اذإ ام ةفرعمو ،همادختساب مهميلعت تم ام نيذلاو ميلعتلا ةليسوك زيزيوك مادختساب ميلعت تم نيذلا ذيملاتلا ينب يفصولا صنلا ةباتك ةفرعمو ،همادختساب مهميلعت تم ام نيذلاو زيزيوك مادختساب مه
ةيموكلحا ةيملاسلإا ةيوناثلا ةسردلماب رشاعلا فصلا ذيملات ةباتك ةراهم ىلع ميلعتلا ةليسوك زيزيوك مادختسا يرثأت ٢ ةيئاوشعلا ةيدوقنعلا تانيعلا ذخأ ةينقت ةثحابلا تمدختسا ،بييرجتلا هبش ثحبلا اذه فيو .رابمك ذخلأ
هعمتمج ددعو .تانيعلا ٥٢
مولعلاو تايضايرلا مسقل رشاعلا فصلا وه ثحبلا ةنيعك راتخلما فصلاو .اذيملت ١
هيف يطبض لصف وهو ١٤
مولعلاو تايضايرلا مسقل رشاعلا فصلاو ،اذيملت ٢
هيف بييرتج لصف وهو ١٤
.اذيملت
تانيعلا ددعف ٢٢
لااب ةثحابلا تماق ،تانايبلا عملجو .اذيملت صنلا ةباتك في ذيملاتلا ةراهم ةفرعلم يريرحتلا رابتخ
نيذلا ذيملاتلا ينب يفصولا صنلا ةباتك ةراهم في احضاو اقرف كانه نأ ىلع تلد تانايبلا ليلتح ةجيتنو .يفصولا ( جيس ةميق نأ ثيح همادختساب مهميلعت تم ام نيذلاو زيزيوك مادختساب مهميلعت تم ٢
)ليذ ....١ نىدأ يهو
نم . . .٥ ةليسوك زيزيوك مادختسلا حضاو بيايجإ يرثأت كانهو .ةدودرم ةيئدبلما ةيضرفلاو ةلوبقم ةليدبلا ةيضرفلاف ،
ةيموكلحا ةيملاسلإا ةيوناثلا ةسردلماب رشاعلا فصلا ذيملات ىدل يفصولا صنلا ةباتك ةراهم ىلع ميلعتلا ٢
.رابمك
اتيإ عبرم ةميقو ..١٢٠
ايرثأت كانه نأ نىعبم كلذو . زيزيوك مادختسا دعب يفصولا صنلا ةباتك ةراهم ىلع اماه
كانهف ،ةيوئم ةبسن لكش ىلع باسلحا تم اذإو .ميلعتلا ةليسوك ١.٣٢
دعب دادزت تيلا ذيملاتلا جئاتن نم ٪
.يفصولا صنلا ةباتكل ميلعتلا ةليسوك زيزيوك مادختسا
ix
LIST OF CONTENTS
STATEMENT OF AUTHENTICITY ... ii
SUPERVISOR APPROVAL ... iv
ACKNOWLEDGEMENT ... v
ABSTRACT ... viii
ABSTRAK ... ix
صّخلم
... xLIST OF CONTENTS ... xi
CHAPTER I INTRODUCTION ... 11
A. Background of the Problem ... 1
B. Identification of the Problem ... 7
C. Limitation of the Problem ... 7
D. Formulation of the Problem ... 8
E. Objective of the Research ... 8
F. Significance of the Research ... 9
G. Definition of the Term ... 9
CHAPTER II REVIEW OF RELATED LITERATURE ... 11
A. Theoritical Framework ... 11
1. Nature of Quizizz ... 12
2. Nature of Writing ... 20
3. Descriptive Text ... 20
4. Descriptive Text ... 28
B. Relevant Research ... 36
C. Operational Concept ... 39
D. Assumption and Hypothesis ... 42
CHAPTER III RESEARCH METHOD ... 43
A. Research Design ... 43
B. Subject and Object of the Research ... 44
C. Time and Location of the Research ... 44
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D. Population and Sample of the Research ... 45
E. Technique of Collecting the Data ... 46
F. Technique of Analyzing Data ... 51
CHAPTER IV FINDINGS AND DISCUSSION ... 54
A. Findings ... 54
1. Students‟ Writing Ability in Descriptive Text Taught Without Using Quizizz at MAN 2 Kampar ... 54
2. Students‟ Writing Ability in Descriptive Text Taught by Using Quizizz at MAN 2 Kampar ... 60
3. The Difference between on Students‟ Writing Ability in Descriptive Text Taught Without and by Using Quizizz at MAN 2 Kampar ... 66
4. The Effect of Using Quizizz on Students‟ Writing Ability in Descriptive Text at MAN 2 kampar ... 70
B. Discussion ... 71
CHAPTER V CONCLUSION AND SUGGESTION ... 76
A. Conclusion ... 76
B. Suggestion ... 77
REFERENCE ... 79 APPENDICES
CURRICULUM VITAE
xi
LIST OF TABLES
Table II.1 Descriptive text structure... 33
Table.III.1 Research Design ... 47
Table III.2 Population of the thenth grade students’ MAN 2 Kampar ... 48
Table III.3 The Sample of the Research ... 49
Table III. 4 Blueprint of Pre-Test and Post Test ... 51
Table III. 5 The rubric for Assessing writing descriptive text (Brown 2007) ... 52
Table III.6 The classification of Students’ Score Likert scale (Harmer 2006, 24-25) ... 53
Table IV.1 Students’ Pre-Test and Post-test Score of Control Class... 58
Table IV.2 The Frequency Distribution of Students Pre-Test Score in Control Class ... 59
Table IV.3 The Frequency Distribution of Students’ Post-test in Control Class ... 60
Table IV.4 The Statistic of Pre-Test and Post-Test Score in Control Class ... 61
Table IV.5 Score Classification of Students’ Pre-Test in Control Class ... 62
Table IV.6 Score Classification of Students’ Post-Test in Control Class ... 63
Table IV.7 Students’ Pre-Test and Post-Test score of Experiment Class ... 64
Table IV.8 The Frequency Distribution of Students’ Pre-Test Score in Experiment Class ... 65
Table IV.9 The Frequency Distribution of Students’ Post-Test Score in Experiment Class ... 66
Table IV.10 The Statistic of Pre-test and Post-test Score in Experiment Class ... 68 Table IV.11 Score Classification of Students’ Pre-test in Experiment
xii
Class ... 68
Table IV.12 Score Classification of Students’ Post-test in Experiment Class ... 69
Table IV.13 Students’ Pre-Test and Post-Test Scores of Experiment and Control Class ... 70
Table IV.14 The Difference between the Students’ Post-Test Score in Experiment and Control Class ... 71
Table IV.15 The Normality of the Data ... 72
Table IV.16 Independent Sample T-test ... 73
Table IV.17 Effect Size Guideline ... 74
xiii
LIST OF APPENDICES
Appendix 1 Lesson Plan of the Tenth Grades Students in MAN 2 Kampar Appendis 2 Instrument of the Research
Appendix 3 Studnets‟ Writing Test
Appendix 4 The Score of Pre-Test and Post-Test Appendix 5 Recommendation Letters
Appendix 6 Documentations
1 CHAPTER I INTRODUCTION
A. Background of the Problem
In the context of teaching and learning information and communication technology (ICT) has developed rapidly with several ways of using it. The teacher used ICT to prepare lesson plan by browsing and adjusting teaching planning, to find courses and teaching materials, to get ideas and informative teaching strategies, to collected books and teaching sources and references, and to finalized teaching evaluation. They used ICT as a learning presentation media by using Ms Powerpoint presentation slide. Some of the teachers instructed their students to submit the assignment using email. They also used it as a meduium of self-learning or e-learning, such as: giving their students tasks of reading, or searching for resources from internet, findings some teaching materilas, and making online discussion with their students.
To maximized the used of ICT, the teachers needed to start seeing ICT as a better tool to enchance its pedagogic practices (Kennah, 2016) and to know the roles and the effect of ICTs (Subidyo, 2011). It was harmonious with other opinion conveyed by Abu-Rmailed & Hamdan (2006) who started that intergating computers, smart phones and other instruments in education can reform clasical strategies of teaching, motivate learners to be more autonomous and self-reliant, and boost students‟ achievements and teachers‟ performance. In fact, in the newest
curriculum in Indonesia, it is mentioned that the technology should be intergrated in teaching and learning process to improve the efficiency and effectiveness of teaching and learning process. particularly, Indonesia have to prepare all intergrated curriculum to face the worldwidw intergration or globalization known as Industry era (Nova, 2017).
In the document of Deputy Minister of Education and Culture, concerning the concept and implementation of Curriculum 2013, it is noted that one of the consequences of the implementation of the curriculum in 2013 is of ICT (Information And Communication Technology). ICT is to be applied in all subjects in the curriculum2013(Permendikbud No. 68 Year 2014). ICT is useful to support the implementation of teaching and learning English. ICT used in English language teaching makes the students tend to have a positive perception, and positive attitudes towards ICT intergration in the classroom (Boutonglang & Flores, 2011; Harris, 2012).
According to Mateer, et al (2014) using media engages students, aids students‟ retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this research, the researcher used Quizizz as media to teach writing and wrting assessment.
Zhao (2019) stated that Quizizz is an educational game-based app, which allows multiplayer activities in simultaneous and convert classroom exercises into a more interactive and fun experience. When using Quizizz,
students can apply the knowledge acquired in the classroom, recurring to their own gadgets.
Harmer (2004) states writing is an important skill for anyone who speaks a foreign language as well as anyone who speaks their native language. Cahyono and Widiati (2011) explain that in the light of writing as product, writing is considered to be the final product of writing activity. On the other hand Harmer (2012) state that productive skill is term speaking and writing skill where students actually have to produce language themselves. Writing is one of the four skills in learning English that include productive skill.
MAN 2 Kampar is one of the Senior High School in Desa Tanjung Rambutan, Kampar Regency. As one offormal institutions ,this school also provides the English lesson for the students the important aspect in understanding a language. MAN 2 Kampar uses 2013 curriculum (K13).
The Minimum Criteria Achievement (MCA) for the 10 grade students of MAN 2 Kampar is 80. The students for the 10 grade students of MAN 2 Kampar provides English Lesson for the students which include listening, speaking, reading and writing.
Essentially, 2013 curriculum aims to reform teachers‟ behavior, mind-set, and creativity in educating their students. It has been emphasizing teachers to record students‟ attitude, knowledge, and skill.
Otherwise, the teachers firstly should repair their attitude, build up their knowledge and train their skill before they fulfil them all and adjust to
students. The curriculum is expected to indorse teachers in expanding competencies and in learning activities which are pertinent to the students‟
need, proper situation of the school, and the requirement to link it to the environment (Kartikawati, 2015).
As a formal educational institution, English is served as a compulsory subject which is being taught once in a week in 2x45 minutes for each meeting. The purposes of writing are as follows: students are able to understand the social function, text structure, elements linguistic in writing skill and students are able to understand how write based on the forms, develop ideas, and create a meaning.
Based on preliminary interview in 22 March 2022 with the English teacher at the State Madrasah Aliyah 2 Kampar, especially a teacher of the 10 grade students. The teacher used picture as a media in teaching descriptive text in the classroom. The teacher try to get students interest in writing descriptive text. But using picture as learning media is enough significant impact on students‟ writing ability. The 10 grade students still have problem as follow:
1. They do not understand how to organize their ideas in writing, they are still convey for connecting one paragraph to another paragraph.
2. They have lack of vocabulary, because they lazy to read dictionary so they have limit vocabulary.
Based on the problems above, the reseracher can conclude that using Quizziz can be one solution to vary the teaching method and assessment. Quizziz offers the fun features providing students with pleasure in learning and doing assessment. Another point is that it increases teacher‟s and students‟ digital skills. As we know that increasing and significant teacher‟s and students‟ ability in using ICT is one of the goals of 21st century education. One of the alternative ways that researcher can apply in the classroom is that use Quizizz in teaching writing descriptive text.
Therefore, in order to solve the problems above, the researcher assumes to try another technique in teaching writing descriptive text. This is due to its simplicity, without the need for equipment, and does not need to be protected to observe it. Quizizz is an online assessment tool as a fun multiplayer classroom activity that allows all students to practice together with their computer, Smartphone and I Pad. Quizizz increase students interest in learning activity especially in develop writing skill. There are many viturs in Quizizz that can accessed by a tehacehr and students to make studetns more creatively in writing (Ju, 2018). Therefore, here it is Quizziz helped teacher and students to be better and innovative in teaching, learning, and assessing process.
Most of the research using media for developing writing in descriptive teks, such as; Siti Reski Nanda (2019) who did an pre- experimental research to investigate quizizz on the tenth grade students of
SMKN 3 Takalar. The Instruments of this research is obervation, pre-test pos-test, and documentation. Desak Made Ari Puspitayani (2020)who did quantitative research; quasi-experimental research method and non- equivalent control group design to investigate Quizizz on the tenth grade students of SMAN Buleleng. The instruments of this research pre-test and post-test. Dea Kartika Sari (2019) who did quantitative research; quasi- experimental research method and non-equivalent control group design to investigate Quizizz at the second grade students of SMKS Tarbiyah Islamiyah Hamparan Perak. The instruments of this research pre-test and post-test. Veysa Malvado, Entika Fani Prastikawati, and Wiyaka (2021) who did quantitative research; quasi-experimental research methode to investitage Quizizz in writing technology-based assessment on the eighth grade students of SMP Negeri 13 Semarang. The instruments of this research pre-test and post-test. Diah Ayu Manik Pradnya Dewi (2021) who did research quantitative statistics, the subject of this research were the first semester students of University of Genesha Education Bali. The instruments of this study were observation, pre-test, and post-test.
Therefore, this research aimed to further investigated the effect of using quizizz for developing students‟ writing ability in descriptive text at Senior high school level. Then, the subject of the research were the tenth grade students of MAN 2 Kampar.
Considering the identified research gap and explanation above, this research aims to provide an alternative way of teaching writing for descriptive text at Senior high school level. The researcher conducted a research entitled:“The Experimental Research of Using Quizizz for Developing Students’ Writing Ability at Tenth Grade of MAN 2 Kampar”.
B. Identification of the Problem
The researcher found some of the students had difficulties in learning English especially in writing descriptive texts. About 80%
students were not like writing English texts, as seen by their inability to compose an essay about writing a descriptive text. They had a lack of vocabularies, made them difficult to understand or comprehend the material. Second, students had a variety of backgrounds knowledge that was not connected with the unfamiliar words. Third, the students probably knew the word orally but not in written form, and the last students struggled to explore and to communicate their ideas.
C. Limitation of the Problem
After identifying the problems stated above, it is clear that there are many problems in this research, it is important for the researcher to limit the problems in order to pay more attention to the specific problem. In order to solve the identification of the problems, the research was focused on An Experimental Research of Using Quizizz for Developing Studnets‟
Writing Ability at Tenth Grade of MAN 2 Kampar‟.
D. Formulation of the Problem
Based on the problem above, the researcher formulate the problem in the research as follow:
1. How is the students‟ writing ability in descriptive text taught without Quizizz at the tenth grade of MAN 2 Kampar?
2. How is the students‟ writing ability in descriptive text by using Quizizz at the tenth grade of MAN 2 Kampar?
3. Is there any significant difference on students‟ writing ability between descriptive text taught without and by using Quizizz at the tenth grade of MAN 2 Kampar?
4. Is there any significant effect of using Quizizz on students‟ writing ability in descriptive text at the tenth grade of MAN 2 Kampar?
E. Objective of the Research
1. To describe the students‟ writing ability in descriptive text taught without Quizizz at the tenth grade of MAN 2 Kampar..
2. To describe the students‟ writing ability in descriptive text by using Quizizz at the tenth grade of MAN 2 Kampar.
3. To examine wheter there any significant difference on students‟
writing ability between descriptive text taught without and by using Quizizz at the tenth grade of MAN 2 Kampar.
4. To explain is there any significant effect of using Quizizz on students‟
writing ability in descriptive text at the tenth grade of MAN 2 Kampar.
F. Significance of the Research
The significances of this research are as follows:
a. Hopefully, this research is able to benefit the researcher as a novice researcher, especially in learning how to conduct a research.
b. This research findings are also expected to be useful and valuable, especially for students and teachers of English at the second year student of MAN 2 Kampar to be consideration for their future learning process.
c. The researcher hopes this research can help the teachers to consider using ICT as a media in English language teaching and learning.
d. The researcher hopes this study can be useful for the MAN 2 Kampar to the improvement of English language teaching and learning.
e. Finally, hope the researcher can take benefits from this research for teaching English language in the future.
G. Definition of the Term
There are many terms involved in this study, thus, to avoid misunderstanding and missperception toward the terms used in this study, the following terms are necessary defined as follows :
1. Quizizz
Quizizz is an Indian educational software company headquartered in Bengaluru, India, that creates and sells a gamified student engagement platform. The software is used in class, group assignments, pre-test review, formative assessments and pop quizzes.
Quizizz is an online assessment tool as a fun multiplayer classroom activity that allows all students to practice together with their computer or Smartphone.
2. Writing
Cahyono and Widiati (2011) who say that writing is often believed to be the most complex one compared to the other three skills, i.e, listening, speaking and reading. Before writing, students have to really understand what they are going to write and also they have to think about the way how to make readers can easily understand the message that they convey. The organization of ideas, diction, grammar, and punctuation are the aspects to be considered by the writers to make a good readable writing product.
3. Descriptive text
According to Hartono (2005:6), descriptive text is texts that describe a particular place, person, or thing. The purpose of a descriptive is to tell about the subject by describing its features without including personal opinion. Descriptive text is a type of text that aims to provide information. The context of this text is a description of something, an animal, a person.
11 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoritical Framework 1. Nature of Quizizz
An educational apps have been used extensively in higher education in recent years, such as Quizizz, Socrative, Kahoot. These apps enable students to participate in interactive class activities using their mobile devices to improve learning experiences. Quizizz is an educational app that applies the concept of gamification (MacNamara
& Murphy, 2017). Quizizz is a game-based educational app, which brings multiplayer activities to classrooms and makes in-class exercises interactive and fun.
Quizizz has game characteristics like avatars, themes, memes and music, which are entertaining in the learning process. Quizizz also allows students to compete with each other and motivates them to study. Students take the quiz at the same time in class and see their live ranking on the leaderboard.Instructors can monitor the process and download the report when the quiz is finished to evaluate students‟
performance.
Using this app in the English classroom helps stimulate students‟
interest and improve students‟ engagement. Although there are some previous studies describing the application of Quizizz and examining students‟ perception of using Quizizz, there is no study examining the
application of Quizizz in the English classroom. The colorful interface, avatars and music provide students a similar experience as a game does. After students answer each question, Quizizz will show pictures with memes to tell whether the answer is right or wrong. This is a treat to students (Miller, 2017).
So, Quizizz is a techonological media that can be used as a media for helping the teacher in delivering msterials to the students. Using Quizizz can help the students understand the materials easier, it likes from abstrac concept to concrate consep, it also can bring new experience to the students for more creative and enjoy the materials.
Quizizz is one of the face that show the future education through ICT, it leads students for providing their selves for globalization.
a. Benefit of Using Quizizz
Hilman (2012) stated that using quizizz is one of the techniques that teachers can use in class. This activity helps the teachers and the students as well, to know what and how much they have understood about a subject. This technique is important to be given at the beginning or end of the class. However teachers must be mindful to choose the appropriate types of quiz for the students. They have to consider that the quizizz are not only to know the students' comprehension toward the topic but also to make them enjoy completing the quizizz. There are several benefits of using quizizz for students as follow:
1) Students are being actively engaged in subject material. When students cannot answer certain questions in a quiz, they will go back to reread certain parts of the chapter. Teachers can also review questions with most incorrect answers with the students.
2) Quizizz can increase students’ motivation. Students would like to get higher scores during the quizizz. To make it happen, the students will pay attention to the teachers' explanation and may even review before the quiz.
3) Quizizz can help students to recall information and get better grades. When the quiz is set as an assignment, students can play the quiz over again by themselves. By repeating, the information will be stuck in their mind.
4) Fun online quizizz can reduce students’ stress. Kahoot! and Quizizz has a live dashboard with music background. Students are able to see their own and others‟ rank. They can compete with other students to get higher scores. Power-ups feature in Quizizz helps students to get double points or they may also decide to erase this option. This feature makes students excited to get more power and use it. Sometimes, after they answer the questions, a meme will appear. These features make students forget that they are doing a quiz.
b. Using Quizizz in Descriptive Text
Quizizz is an educational tool that can use in teaching and learning process, so the researcher used Quizizz as a media to teach writing in descriptive text. Design and start a quiz (game): Quizizz designed in different formats like true or false, multiple choices, etc. Instructors can choose to set the quizziz as public or private. If the quizizz are public, they can be shared with other instructors. In class, instructors can start a quiz by sharing a game code (generated by the website automatically) to students, students can enter the game code and join the game easily on their mobile devices. Each student will see a unique avatar assigned to him or her when joining the game. They usually start to get excited at that time. Instructors can monitor students‟
joining the game (with their names and avatars shown on the screen) and start the game when all the students have joined.
There are severals setp to access Quizizz in teach writing in descriptive text as follows:
1) The teacher and students should go to the website http://quizizz.com and then create an account by clicking on the sing up button, or through the login button, if he has
already a register. To facilitate the process, the application offers the possibility by login in with a Gmail account, shortening the process.
2) Once registered, the platform will require the user to identify profile. In this case, the user can select the option to login in as a teacher, student or at a business.
3) Then, create your account. Fill out the form to provide your identity such as your date of birth, first and last name, as wellas your create account‟s password. And click next to continue.
4) Enter any other information if asked. If asked to enter any oyher information, do so. The information you are required to enter may vary depending on which way you will be using Quizizz. It may ask you for your grade in school or for addictional information.
5) Start using Quizizz. Now that your account has been created, you can use Quizizz to take quizzes or anything you want. Before joining the class, first the teacher should share a code class to students, then the students enter the code class for joining the class.
There are many features in Quizizz that can use by the teacher such as multiple choice, fill in the blank, and etc. There are also vfeaturrs to support materials such voice, video, and picture.
Teachers are expected to be able to increase students' understanding and interest in the ability to write descriptive text in English subjects through picture media. Furthermore, as explained above it is believed that the use of picture can give contibution towards students‟ writing skill especially in writing descriptive text. (Munadi, 2008) declares that image make students easy to catch ideas ir information carried in them clearly, more than if merely expressed verbally. In addition, when teachers use image to teach descriptive text in the classroom, students‟ can also get the information easily based on the object they see from the picture.
They are allowed to share what they find from the picture whit their friend verbally as well. With picture in writing, it will be easier to determine the theme, storyline in an article and will also make it easier for students to develop sentence by sentence which makes a descriptive writing that can be enjoyed by the reader. And with picture, students‟ can self – describe what he umderstands whit what he describes in the photo.
So that creativity and thingking power of children can be honed well. The picture will be developed into a descriptive text. According to (Daryanto, Media Pembelajaran, 2010) in picture there are five criteria for teaching purposes, namely must be sufficient for teaching purposes, artistic quality, clarity and sufficient size, validity and interesting.
Here, the steps that used by reseacher to develop students‟ writing ability in the classroom.
1) The researcher attached slides show or PPT in Quizizz for teaching the structures of descriptive text.
2) Then, the researcher asked the students to analyzed the structured of descriptive text based on the example.
3) The reseacher also supported writing process in descriptive text with used feature pictured in Quizizz
4) The researcher gave some tips and trick in writing paragraph such as created the outline, and used 5W + 1H formula.
5) The reseacher tasked students to created their own descriptive text to know students‟ writing progress in descriptive text
6) The researcher evaluated the students with other new topics that focused on writing development.
7) The researcher also used Quiz feature to created enjoyable learning then gave a gifts to the students.
2. Nature of Writing
Writing is as productive skill also needs to be improved. When the students‟ writing skill gets improvement, it can support the student‟s English competency. Patel and Jain (2008) states that writing skill must be taught and practiced. This idea also supported by Nunan (2003). Nunan States that writing almost always improves with practice. It means that the students must be taught what the writing skill is and gives some opportunities to have practices in writing so they will get improvement in their writing skill. Or in otherword, the students will get improvement in writing when they have more practices in writing and it can be taught also at the class. In addition, Habibullah (2017) said that writing is a process of communication where the students express ideas on paper. Writing is a thinking process where ideas are generated and focused on more relevant ideas.
a. Purpose of Writing
Pertaining to Ur (1996) “the purpose of writing, in principle, is the expression of ideas, the conveying of a message to the reader; so the ideas themselves should arguable be seen as the most important aspect of the writing”. It means that, if the writers do their writing of course they have the purpose. They have to consider the purpose of their writing before they write the writing.
In addition, according to Grenville (2001) the purpose of writing can be classified, the first is to entertain, writing to entertain generally takes the form of so called „imaginative writing‟ or „creative writing‟
(of course, all writing requires some imagination and creativity).
Second, to inform, the kinds of writing can also be entertaining in the sense that they are a good read. And the third is to persuade, this includes advertisement, some newspaper and magazine articles, and some types of essay.
From the explanation about the purpose of writing above, the researcher concluded that there are some purposes of writing, they are to entertain, to persuade, and to give information to the reader. Besides that, the purpose of writing also to conveying or express the students‟
imagination or ideas in their mind.
b. Adavantages of Writing
Writing is the complex process it means that in writing students have to consider mmany things to build a good writig result. Harmer (2004: 31-33) states that there are many advantages of leraning writing. They are as follow:
1) Writing is often not time-bound in the way conversation is. It means that students have longer time to think than in speaking activity. They can check their grammar patterns.
2) Writing encourages students to focus on accurate language use because they think as they write; it may provoke development well as they resolve problems which writing puts in their mind.
3) Writing is often used as a means of reinforcing language that has been thought. They use writing skill to make a note about what they have learnt while learning process happens.
4) Writing is frequntly usefull as preparation for some other activity.
5) Writing can also, of course, be used as an integral part of larger activity where the focus is on something else such as language practice, acting out, or speaking.
c. Components of Writing
To write an interesting text and good paragraph, we should know what a paragraph is. Bram (1995:13) states, “A paragraph is a group of sentences which contain relevant information about one main or central idea”. A good paragraph normally focuses only on one idea that is expressed in the topic sentence. A paragraph basically consists of three parts; those are introduction, body, and conclusion. Writing skill is complex and difficult to teach since in this case writing does not only mean putting down graphic form on a piece of paper. Brown (2007) expresses that there are least five components of writing. They are:
1) Organization
It means how the students organize their idea. Whether each paragraph is organize well or not. The organization of the text is fluent in expressing, reval clearly ideas, good organization, logic sequence, and cohesive.
2) Content
The content refers to teh topic and its explanation, discussion, evaluation, and conclusion. It should be clear, specific, and relevant. The good content had to fulfill the criteria such as full of information, substantive make a clear thesis development and relevant with the problwm.
3) Language
The studnets use effective complex sentence constuction and make only few faults in the using of grammar.
4) Vocabulary
If the students could choose the correct words as it is function and master informing words.
5) Mechanic
Paragraph is a combination of some sentences which needs good spelling and punctuation. If the use of punctuation is not appropriate, the paragraph will be unreadable. So the students should be mastered in writing good paragraph.
In writing skill, we need to know and master the writing components. They must be mastered by the students before they
write down what they want to express. Haris (1969:68) states, “In order to make a good writing, we need to recognize the component of writing skill such as content, forms, grammar, vocabulary, and mechanics (punctuation and capitalization)”. These components will help us to produce good writing.
d. Process of Writing
In writing there are some important things that researcher has to consider when the researcher will make writing. Pertaining to Harmer (2004: 4-5) states that process of writing has four main elements.
Those are palnning, drafting, editing and final version.
1) Planning
The writer has to think about three main issues:
a) The purpose of their writing skill since this will influence (among other things) not only the type of the text they wish to produce, but also the language they use, and the information they choose to include.
b) The audience they are writing for, since this will influence not only the shape of the writing (how it is laid out, how the paragraph are structured, etc) but also the choice of language.
c) The content structure of the piece that is how best of sequence the fact, ideas, or arguments which they have deiced or included.
2) Drafting
One can refer to the first version of piece of writing as a draft. A number of drafts may be produced on the way to the final version.
3) Editing (reflecting and revising)
After writers produce a draft, then they usually read what the result of the draft is in order to see where it works and where it does not. Perhaps, the order of the information not clear. Perhaps, the way something is written is ambiguous or confusing. Reflecting and revising are often helped by other readers (or editor) who moment and make suggestions. Another reader‟s reaction to a piece of writing will help the writer to make appropriate revision.
4) Final report
After writer edit their draft, it may be different from the original plan and the draft because they make the cahnges which they consider to be necessary. However, in the final version, the writer in now ready to send the writen text to intended audience.
e. Teaching of Writing
In teaching writing, there are English language competencies which include: learner‟s gramatical competence, vocabulary mastery, and how to compose good english paragraphs Brown (2004 p.233) as quoted in Hidayati (2018). Similarly, teachers should provide guidance to students‟ when they write ideas and information. In effective writing
teaching, teachers need several things, such as organization to develop and constuct ideas, arguments and information Ahlsen & Lundh (2007).
In addition, teachers must know and attention to rhetorical patterns in writing English as a foreign language to help facilitate the teaching process writing to students‟ in class Nassi & Nasser (2018). (Hyland, 2003) states, as a basic language structure in teaching writing there are four stages of the process, that is:
1) Habituation: learners are taught certain grammar and vocabulary usually through text.
2) Controlled writing: students‟ manipulate a fixed pattern fro the substitution table that has been made.
3) Guided writing: students‟ imitate the model text.
4) Free writing: studnets‟ use the pattern they have developed to write essays, letters, and others.
In teaching writing teachers need to equip themselves with the knowledge and skills to teach writing because most teachers think that writing is a complex skill to teach (Almubark, 2016).
f. Task of the Teacher in Writing
Succces of writing for the students is not far away from the roles of the teachers in the classroom. The teacher has some tasks in writing class. Pertaining to Harmer (2004: 41-42), there are some of teacher‟s tasks, those are follows:
1) Demonstrating
Teacher should make the students aware of writing conventions genre in each type of writing and pay attention to features of writing.
2) Motivating and Provoking
Teacher has to help the students by motivated or provoked them in order to have ideas when the students are lost of words, especially in creative writing task.
3) Supporting
Students need a lot of help and comfortable feeling when they write; therefore, when the students are writing in class, teacher is needed to be extremely supportive, always available (expect during exam writing of course), and be ready to help students to solve the problem and overcome the difficulties.
4) Responding
Reaction to students‟ writen work can be in form of responding. When responding, there are suggestion for it improvement, and there is no garding of students‟ work.
5) Evaluating
The teacher can know the real condition of the students‟
ability when she or he evaluates the students writing result.
Evaluation can also use as consideration for teacher create a better teaching and learning process.
3. Descriptive Text
According to Hartono (2005:6), descriptive text is texts that describe a particular place, person, or thing. The purpose of a descriptive is to tell about the subject by describing its features without including personal opinion. Descriptive text is a type of text that aims to provide information. The context of this text is a description of something, an animal, a person, for example our pets or people we know well. According to (Semi, 2014) that the descriptive text is writing that the goal is to provide details or details about the object so that it can give influence on emotions and create the reader‟s imagination like seeing, hear, or feel firsthand what the author conveys.
A writer tries to transfer the impressions of observations and feelings to the reader in detail that exist in an object. According to (Kokasih, 2014) a descriptive text is atype of paraghraph that describe a thing, either objects, events, circumstances, or people. With this paragraph the reader can feel and that he is in the atmosphere that we have written. Writing descriptive text is one of the materials that are taught in school especially in Indonesian senior high school. However, many students face some problems in writing descriptive text.
Husna et al. (2013) found that one of students‟ difficulties in writing descriptive text is that they are still unable to transfer and develop their idea into a written form well in composing a text. Then,
students fail to show well-organized writing. They do not write a list of their ideas; they just directly wrote what they thought without planning. By this fact, the writer tries to use Instagram as a media to teach writing descriptive text. The purpose of descriptive text is to describe/describe in detail and as detailed as possible an object/atmosphere/feeling so that the reader seems to see, hear, experience what is described (Harsiati, 2016).
a. Kinds of Descriptive Text
The social function of descriptive text is to describe certain people, places, or objects (Depdiknas, 2004: 4). Therefore, based on that statement, it can be seen that descriptive has three types or kinds as follows:
1) Description of a Person
If you are writing a description of a person, you gather informative details about that person and then ask yourself what these details add up to. In describing a person, there are many ways such as his or her face, color of hair, clothes, skin, body shape, etc. In describing a person, however, you are not obliges to give every single detail about the person‟s appearance. You can focus on one or two striking features that convey something about the person‟s character.
2) Description of a Thing or an Object
Sandra McKay (1983: 17) gives her mind about the description of a thing or an object that the best way to describe the physical
characteristics of an object or a thing. The best way to describe the physical characteristics of an object is, of course, to point to the actual object or to show a picture of it. At times, however, it is not necessary or possible to include an illustration of the object. Instead a description of the important characteristics of the object such as its size, shape, and color is adequate. The description might then proceed to describe other characteristics of the object such as its purpose or construction.
3) Description of a Place
When we start to write anything in a description, it should be clear.
As stated by Sandra McKay (1983: 17), as with an object, the best way to describe a place is to show some one the actual place or to take a picture of it. When this is not possible of necessary, a description of the important characteristics of the place can be given.
If the place is a home or a room, it is important to describe the size and arrangement of the space involved. If, in other hand, the place includes many building such as a downtown area, the description will likely focus on the location of the various buildings. Finally, if the place is an entire country, the description will be much more general and provide information about provide information about such thing as the land formation, climate, and major cities.
b. Structure of Descriptive Text
The structure of the text forms a thinking structure so that each student mastering a certain type of text will have the ability to think in
accordance with the structure of the text they master. With various kinds of texts that they have mastered, it means that students will be able to have various thinking structures, even one particular topic can be presented in different types of texts and of course with different thinking structures (Kemendikbud 2014:5). (Kemendikbud 2014:45) states that the structure of descriptive text consists of general descriptions and section descriptions.
(Kemendikbud 2014:45)
Based on the statement above, it can be concluded that the structure of the descriptive text consists of two parts, namely general description and section description. General description is a general statement about the object, object or event to be written or described.
In the general description includes the identification and definition of the object or event that is written. The description of the part is the elaboration of a general description of the parts of the object, object or event being described.
Descriptive Text Structure
General Description
Part Description
Further elaboration of general descriptions and descriptions of parts in the descriptive text is observed in the text entitled "My Self"
by Khairani Asma (2020) below:
Table II.1
Descriptive text structure Teks
structure
Text
Title My Self
General Description
I‟am an english student in UIN Suska Riau and i‟am seventh semesters now. My classmates call me khai-khai, my family call me ani, and I call my self Khairani Mignonette Thermopolis Renaldi, Princess of Genovia. Despite all that, I have a good meaning of my name, Khairani, is two of goodness.
Part
Description
I was born on November 24th 2000 in Pekanbru. I‟am the first cildrens of my parents, I have 2 sisters and a litle brother.
I‟am a tan hijabi. Talk about my physique; I have long black curly hair, my eyebrows that are not too thick, curly eyelashes, brown round eyes, a sharp nose, small and thin lips, gummy smile, and i also have a mole under my chin. I‟am a shorty girl, it is 145 cm and my weight is 55 kg.
I have ESFJ-A personality. I‟am an extroverd girl. I always fight when I try something new such as I have fire on my blood. I‟am a friendly and loyal girl. I‟am an organized person and I can not argue with that. I organize my step, my activity, my perception. I always try to get something I‟am aiming for.
My weakness is that I‟am a rigid and bossy person.
I love reading, writing, watching, and cooking. I enjoy reading novel, I have read some novels but my favorite genres
are romantic and horror. I love the novel from TereLiye,
„Sunset bersama Rosie‟, and I also love the novel from Sapardi Djoko Damono, „Hujan Bulan Juni, I love too the horror novel from Risa Saraswati, „Danur‟. And last my favorite author is Sidney Sheldon. I also enjoy writing a poem, I write poetry when I want to and can‟t sleep. I love reading a poetry from Sapardi Djoko Damono and Rupi Kaur. I enjoy watching movie too such disney princess, action movie, and Korean movie. My favorite K-actor is Lee Min Ho and Hyun Bin. I love cooking. I‟am great at processing food with basic ingredients of chicken such as chicken nugget, ayam geprek, dimsum, and etc. I also can make a cake such banana cake, brownise, cookies.
I love my posstive energy, I also have posstive habbits such as I always bring my tumbler when I want to go out, I never skip for having breakfast before starting my activity, and last but not least I respect myself. I know to treat myself well, I proud to myself, and I love myself. I never insecure about myself, I accept the way am I, I do what I love. Happiness depends on how we accepr ourselves and I‟m grateful to be myself.
From the description of the structure of the descriptive text above, it can be concluded that the structure of the descriptive text consists of a general section that contains general statements about objects, objects, or events to be written or described and a section description that contains a general description of the parts of objects, objects, or the event described.
The two structures must be interrelated so that they are easily understood by students.
c. Language Feature of Descriptive Text
Gerot and Wignell also state that there are four significant lexico grammatical features of descriptive text. They are:
1) Focus on specific participants
2) Use of attributive and identifying processes
3) Frequent use of epithets and classifiers in nominal groups 4) Use of simple present tense.
d. Strategies of Writing Descriptive Text
Given the many things that need to be considered in writing description text, several strategies can be applied to create a good description text essay. These strategies include:
1) Convey all the details, then the main impre ssion is built according to these details.
2) Make sure the details are by the main impression. For convenience, record what the five senses sensor on a piece of paper.
3) Bring the reader in chronological order in space and time.
For example, explain the sequence of train trips from one place to another, or explain the flow of the river from the spring to the household.
4) Use the approach first, later, and now to show the process of change or improvement. For example, the state of the forest before it was cut down and the state of the forest now.
5) Choose the right emotions and describe them. It might be more difficult to get started, but it will be meaningful when it reaches results. Improving the ability to write descriptive text means that we also sharpen the senses. The story told must be able to describe a clear situation. Through descriptive text, writers can transfer a picture of a living situation (for example, because it causes emotions) and clear.
e. Steps to Compose Descriptive Text
Pertaining to Dalman (2014) the steps for compiling a description are determining the object or theme to be described, determining goals, determining the part to be described, arranging the data into a good order (systematic) or making an outline of the essay, describe or develop an outline of an essay into a descriptive essay that fits the theme found.
f. Assessing Writing Descriptive Text
Brown (2007) stated that assessment, on the other hand, is an ongoing process that encompasses a much wider domain. It shows that assessment is a process to measure the students‟ performance or product even they are still in trying. Teacher can‟t evaluate students writing ability by giving him or her multiple choice test. Teacher should understand if the students are learning about writing, they have to write and assessed in the form of writing. Pratama (2012) stated the instrument use in this research is test.
According Ary (2010) says that test is a set of stimuli presented to
individual in order to elicit responses on the basis of whis a numerical score can be assigned. They are pre-test and post-test.
The researcher use pre-test to emasure the students‟ in writing ability before the treatment give, and post-test to measure students‟ writing ability after the treatment given. The test in this research is a prompt test to write descriptive text using some criteria which is explained clearly in the paper of students task. There are some criteria for students‟ to write descriptive such as : content of the text should relevant, organization, grammar, vocabulary and mechanics. The researcher also use scoring rubric to scoring the students‟ writing ability.
B. Relevant Research
There are five relevant researchers how as below, to avoid the same title used in this research, as follows:
First, Siti Reski Nanda (2019), conducted a research entitled “The Use of Quizizz Aplication in Improving Students’ Reading Comprehension Skill (A Pre-Experimental Research at the 10th Grade Students’ of SMKN 3 Takalar Kab. Takalar” research conducted was by using quantitative design; pre-experimental. The technique collecting data used in this study is an action test by which the researcher makes a pre-test and post-test.
Based on the results of the research on The Use of Quizizz Aplication in Improving Students‟ Reading Comprehension Skill (A Pre- Experimental Research at the 10th Grade Students‟ of SMKN 3 Takalar Kab. Takalar in academic year 2018-2019 is still low before using Quizizz application. It is proven by the mean score of the pre-test (56.08), than
improved after treatment in descriptive text the category idenpedent level improved after treatment. Mean score of post-test (72.6) was adequately proved this statement. It means that the reading ability at the tenth year students of SMKN 3 Takalar improved about 16.52 after applying Quizizz application.
Second, research from Desak Made Ari Puspitayani (2020) who did research entitled “Develpoing Online Formative Assessment Using Quizizz for Assessing Reading Competency of the Tenth Grade Students in Buleleng Regency Academic Year 2019 – 2020” this research conducted by using quantitative research; quasi-experimental research method and non-equivalent control group design. The subject of this research were the tenth grade students of SMAN Buleleng. The instruments of this research pre-test and post-test.
The result of the research shows that used Quizizz to improve students‟ reading comptency, it can be seen on the table before after giving treatments continually (by using Quizizz) the mean score students‟
experimental class was 78.5 while students‟ control class was treated by conventional teaching or teaching withoutusing Quizizz was 56.9. Besides that, the students score in posttest of experimental class was higher than the students score in posttest of control class that is 86>70. It means that after giving treatment using Quizizz is better than teaching without using Quizizz.
