TEACHERS’ PERCEPTION OF USING QUIZIZZ IN ENGLISH EDUCATION DEPARTMENT AT UIN ALAUDDIN MAKASSAR
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) of English Education Department Tarbiyah and Teacher Training
Faculty Alauddin State Islamic University of Makassar By
Nuraymin Syahfitri Reg. Number: 20400118015
ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHER TRAINING FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR
2022
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PERNYATAAN KEASLIAN SKRIPSI
Mahasiswa yang bertanda tangan di bawah ini:
Nama : Nuraymin Syahfitri
NIM : 20400118015
Tempat, Tanggal Lahir : Takalar, 22 Oktober 2000 Jur/ Prodi/ Konsentrasi : Pendidikan Bahasa Inggris
Alamat : Jl. H. Donggala Dg Liong, Salaka. Kab. Takalar
Judul : Teachers’ Perception of Using Quizizz in English Education Department at UIN Alauddin Makassar
Menyatakan bahwa skripsi ini benar adalah hasil karya penulis sendiri. Jika dikemudian hari terbukti bahwa ia merupakan duplikat, tiruan, atau dibuat oleh orang lain sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Samata, 16 Agustus 2022 Penyusun,
Nuraymin Syahfitri NIM. 20400118015
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PERSETUJUAN PEMBIMBING
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PENGESAHAN SKRIPSI
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ACKNOWLEDGEMENTS
Alhamdulillahi Robbil 'Aalamiin, the researcher would like to express her heartfelt gratitude to God for blessing and providing strength, allowing the researcher to complete this thesis entitle "Teachers’ Perception of Using Quizizz in Engish Education Department at UIN Alauddin Makassar."
Furthermore, the researcher expresses heartfelt gratitude to her beloved parents (Saharuddin and Rohani), sibling (Rahmansyah), and extended family in hometown for their prayers, effects, financial support, and motivation. While conducting the study and writing the thesis, the researcher believes that many people contributed their thoughts and time to its completion. The researcher extends her heartfelt gratitude to:
1. Prof. Hamdan Juhannis M.A, Ph.D, the Rector of Alauddin State Islamic University of Makassar and for his remarks and policies while the researcher was studying at UIN Alauddin Makassar and his Vice Rectors for their support, policies and facilities.
2. Dr. H. A. Marjuni, S.Ag., M.Pd.I, the Dean of Tarbiyah and Teacher Training Faculty of Alauddin State Islamic University of Makassar for his encouragement and generosity while the researcher pursued her study as well as the Vice Deans.
3. Prof. Dra. Hj. St. Azizah, M.Ed.St., Ph.D and Dr. Sitti Nur Pahmi, S. Pd., M.Pd, the Head and the Secretary of English Education of Tarbiyah and Teacher Training Faculty of Alauddin State Islamic University of Makassar. A heartfelt thank to them for the excellent lesson, suggestion, direction, motivation and all they provided when the researcher was a student at the institution.
4. Dr. Serliah Nur, M. Hum., M.Ed., and Multazam Abubakar M.Hum., the first and the second Consultants as professional support team, who spent a significant amount of time for correcting, assisting, advising, and allowing the researcher to conduct the research with delight and ease.
5. Dr. Hj. Mardiana, M.Hum., and Nur Aliyah Nur, M.Pd., the first and the second Examiners who spent a significant amount of time developing the researcher’s thesis.
6. The Entire Lecturers of Tarbiyah and Teaching Science Faculty at Alauddin State Islamic University of Makassar for their lessons, leadership, and motivation of the researcher.
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7. All Tarbiyah and Teaching Science Faculty Staffs at Alauddin State Islamic University of Makassar for their loyal and their excellent service.
8. The researcher’s greatest friends : Ummu Saadah, Nurhalisa Eka Putri, Nuraeni, Insani Al Husnah Syam and many others who supported the researcher and became a place to discuss ideas in order to complete this thesis.
9. The researcher’s friends: Suriani, Sunarti and Haryuni who accompanied and helped the researcher from the beginning until the end of university life.
10. The researcher’s classmates, people who used to assist and motivated one another to complete the study.
11. Many thanks to the following organizations for their assistance: Forum Generasi Berencana (FORGEN) Kab. Takalar, and United English Forum (UEF) Makassar.
12. The subject of the study which teachers in English Education Department at UIN Alauddin Makassar, who supported the researcher.
Finally, the researcher acknowledges that this thesis is far from perfect; as a result, any revisions, suggestions, comments, or criticisms would be happily received in order to enhance this study.
Samata, 16 Agustus 2022 The Researcher
Nuraymin Syahfitri NIM.20400118015
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LIST OF CONTENTS
TITLE PAGE ... i
PERNYATAAN KEASLIAN SKRIPSI ... ii
PERSETUJUAN PEMBIMBING ... iii
PENGESAHAN SKRIPSI ... iv
ACKNOWLEDGEMENTS ... v
LIST OF CONTENTS ... vii
LIST OF FIGURES ... ix
LIST OF APPENDICES... ixx
ABSTRACT ... xi
CHAPTER I ... 1
INTRODUCTION ... 1
A. Background ... 1
B. Research Question ... 3
C. Research Objective... 3
D. Research Significance ... 4
E. Research Scope ... 5
F. Definition of Key Terms ... 5
CHAPTER II ... 7
REVIEW OF RELATED LITERATURE ... 7
A. Preview of Related Research Findings ... 7
B. Some Pertinent Ideas ... 11
C. Conceptual Framework ... 22
CHAPTER III... 24
RESEARCH METHOD ... 24
A. Research Method ... 24
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B. Research Subject ... 24
C. Data Collecting Procedures ... 25
D. Research Instrument ... 26
E. Data Analysis Technique ... 27
CHAPTER IV ... 29
FINDING AND DISCUSSION ... 29
A. Findings ... 29
1.Teachers’ Knowledge... 30
2.Teachers’ Emotion ... 35
3.Teachers’ Motivation ... 37
B. Discussion ... 40
CHAPTER V ... 45
CONCLUSION AND SUGGESTION ... 45
A. Conclusion... 45
B. Recommendation... 46
BIBLIOGRAPHY ... 48
APPENDICES ... 51
CURRICULUM VITAE ... 70
ix LIST OF FIGURES
Figure 1. Main Features ... 18
Figure 2. Join as Teacher ... 19
Figure 3. Join as Student ... 20
Figure 4. Conceptual Framework ... 22
Figure 5. Features of Quizizz ... 31
Figure 6. Feature Live Rank... 32
Figure 7. Type Test of Quizizz ... 33
Figure 8. Feature Insert Picture ... 35
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LIST OF APPENDICES
Appendix 1. Instrument ... 51
Appendix 2. Transcript Teacher A ... 53
Appendix 3. Transcript Teacher B ... 61
Appendix 4. Example of Quiz ... 69
xi ABSTRACT
Name : Nuraymin Syahfitri
Reg. Number : 20400118015
Address : H. Donggala Dg Liong Street, Salaka. Kab. Takalar
Title :Teachers’ Perception of Using Quizizz in English Education Department at UIN Alauddin Makassar
Consultant I : Dr. Serliah Nur, M. Hum., M. Ed Consultant II : Multazam Abubakar, M. Hum.
The aim of this study is to examine the teachers’ perception of using Quizizz in English Education Department at UIN Alauddin Makassar. The researcher intends to find out how teachers perceive the use of Quizzz in the classroom.
This research was carried out by using descriptive qualitative method. The data were collected by using interview especially semi-structured interview. The subjects of this research are two teachers of English Education Department. They were selected purposively in order to take a valid data and information.
The results of this study indicate a positive perception based on the three indicators adopted, such as teachers’ knowledge, teachers’ emotion and teachers’
motivation. Overall, the researcher found that the respondents have a positive perception about Quizizz. They stated Quizizz as interactive and interesting application, they feel satisfied while using Quizizz to give students assignment and they have a desire to increase their knowledge about Quizizz.
Quizizz can be used as a learning media as well as assessment media. Therefore, the respondents of this research mainly apply Quizizz to give quiz to students. Thus, the implication of this research is Quizizz can be used both as learning and assessment media in order to support learning and teaching process. However, teachers should considerate to the stability of internet connection before applying Quizizz in their class.
1 CHAPTER I INTRODUCTION A. Background
The development of technology has been increasing rapidly. This technological development can be utilized in various sectors including the education sector. The use of technology in education can be seen in the use of media in the teaching and learning process. Teachers can use a Microsoft power point to show material to the students or create an interesting quizzes using digital game based learning such as Quizlet, Edupuzzle, Kahoot and Quizizz (Rahayu & Purnawarman, 2019).
By the development of technology that brings many benefits and conveniences, it does not escape the negative impacts. Many students spend their time accessing online games or using too much social media which results in a lack of intensity in their learning time. In line with what was stated by Hakim & Raj, (2017), students often delaying doing tasks, experiencing insomnia or difficulty sleeping, impaired eye health of the subject, the decline in subject learning achievement because when they are busy playing the internet the subject feels lazy to study. Therefore, teachers need to adapt and utilize this technology to support the teaching and learning process. One of the ways is using digital game-based learning.
Teachers can take advantage of this technology to increase students' learning motivation by using new and interesting media. This is in line with the word of Allah in Qs. Al-Jasiyah verse 13:
(١٣) ْْو ُرَّكَفَتَّي ٍم ْوَق ِ ل ٍتٰي َٰلْ َكِلٰذ ْيِفَّنِاۗ ُهْنِ م اًعْيِمَج ِض ْرَ ْلْا ىِف اَم َو ِت ٰو ٰمَّسلا ىِف اَّم ْمُكَل َرَّخَس َو Translation:
And He has subjected to you everything in the heavens and everything on earth (as a mercy) from Him. Indeed, there are signs (of Allah's greatness) in this for those who believe (Qs. Al-Jasiyah: 13).
It can be concluded from the verse above that Allah created everything for humans as a mercy during living in the world so that they can be put to good use.
According to Tuuri & Koskela (2020), technology is commonly defined as a man- made, tool-like resource. Technology is a product developed by humans to facilitate various things by utilizing what has been given by Allah both in terms of reason and intelligence as well as supporting things that already exist in this world.
The primary goal of implementing learning-supportive technology is to help and improve students' educational outcomes, (Adipat et al., 2021). Therefore, using digital game-based learning is a new advancement that can be very useful in education, particularly in the teaching and learning process.
Additionally, the researcher decided to raise the topic about game-based learning application in this study because previously, she has experienced using game-based learning application, a kind of game-based learning application on the final semester exams called Quizizz as an online assessment tool. As the student at the time, the researcher’s feel excited and motivated using Quizizz. Quizizz is an interesting learning media by presenting a new learning atmosphere, making it easier for students
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to understand a learning material, and having various kinds of features that increase student learning motivation, (Asria et al., 2021).
Therefore, the researcher eager to get more information about how the teacher views’ and the challenges may face by teachers while applying game-based learning in the class with the hope that this research can certainly be a recommendation for teachers in considering the use of digital game-based learning in their teaching and learning process. Beside, this study purpose to discover the strengths and weaknesses of the use Quizizz based on teachers’ perception and particularly, as a recommendation of media that can be used in the future if the researcher becomes a teacher one day.
As a result, it is critical to understand teachers' perceptions and experiences, as these are important factors influencing the actual use of digital games in teachers' educational practices (Huizenga et al., 2017). Finally, the researcher expects that this research will be useful for helping teachers to get more information and opinion about Quizizz, an online application that provide both learning and assessment tool.
B. Research Question
The research question of this research is “What are the teachers’ perceptions toward the use of Quizizz in English Education Department at UIN Alauddin Makassar?”
C. Research Objective
The objective of this research is to answer the research question posed above such as “to investigate the teachers’ perceptions toward the use of Quizizz in English Education Department at UIN Alauddin Makassar”.
D. Research Significance
The researcher expected that this research can give some benefits such as; gaining knowledge about Quizizz and creating an impressive learning media to the students using Quizizz.
The result of this research expects to be useful theoretically and practically.
1. Theoretical Significance
The findings of this study are expected to provide empirical evidence to support the learning theory, especially the application that used in English Education Department.
2. Practical Significance
This research is expected to yield valuable information and make a significant contribution to teachers and students. The detail practical benefits of this research are as follows:
a. Teacher
This research expected to assist the teachers guiding their students in using digital game-based learning application. Game-based learning can be used as an alternative in implementing the learning evaluation process and learning media in the classroom, so that it can foster student learning motivation, reduce cheating between students, and provide learning evaluation tools that seem fun and not boring for students.
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b. Students
The researcher hoped that students can enjoy using digital game-based learning as learning media or assessment tool in the process of teaching and learning.
c. Next Researcher
The researcher hoped that the next researcher can discuss about digital game- based learning in their study because it is very interesting and give others insight of digital game-based learning. This study is intended to be a resource for others researchers and give the sources of information.
E. Research Scope
This research focuses on the teachers’ perception on the use of Quizizz in English Education Department at UIN Alauddin Makassar. Therefore, the scope of this research is three indicators of teachers’ perception of Quizizz, such as teachers’ knowledge, teachers’ emotion and teachers’ motivation.
F. Definition of Key Terms
The researcher explained the terms used in this research in order to minimize the misunderstood about the tittle of this research which is “Teachers’ Perception of Using Quizizz in English Education Department at UIN Alauddin Makassar”.
1. Teacher
A teacher is a person whose occupation is to teach people (students) about the knowledge that he is proficient in his field.
2. Perception
The experience of objects, events, or relationships gained through inference and message interpretation is referred to as perception. Simply put, perception is a person's reaction, viewpoint, or knowledge about something.
3. Digital Game-based learning
Digital game-based learning is an application based technology that used as media through learning and teaching process which combines with games.
4. Quizizz
Quizizz is a free game-based learning application that can be used to deliver material as well as an engaging and enjoyable learning evaluation medium for students.
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REVIEW OF RELATED LITERATURE A. Preview of Related Research Findings
There are many researchers which had been conducted relating to the use game- based learning in teaching and learning process. Those researches presented below:
First, a research by Huizenga et al., (2017), entitled “Teacher Perceptions of the value game- based learning in secondary education”. The aim of this study is to find out what teachers think about their students' engagement, motivation to learn, and learning effects when they use digital games in the classroom. In order to get a deep information and data of the teachers, this research conducted by using one-on-one, semi-structured interview with 43 teachers as respondents. Finally, this result of this research divided into three; the engagement of students, the students’ motivation to learn and the last the learning effects. The students’ engagement can be identifying by how the enthusiasm of the students were increased while teachers use a digital game- based learning in the classroom. According to the teachers, games helped students become more interested in the subject and better understand the value of what they learned, it can be identify that the students’ motivation to learn are increase as well.
There a learning effect did happen to the students while using digital game-based learning in the class, the teachers mentioned that the students learn a general skill such as collaborative skill.
The second research is by Zuhriyah & Pratolo (2020), in their research
“Exploring Students’ View in the Use of Quizizz as an online assessment in English as a Foreign Language (EFL) Class”. This study is a case study conducted in English class with six participants. Researchers apply a semi- structured interview in collecting the data from the participants because the purpose of this research was to find out what students thought about using Quizizz as an assessment tool in English class. Thus, the researchers used interview to get more information about students’ personal views. The researcher found that the students’ demeanor toward the use of Quizizz as an online assessment can be divided into four points; (1) the students’ considered Quizizz as an attractive tool, (2) encouraged students’ confidence, (3) increased students’ motivation, (4) improved students’ skills. Additionally, the researchers also stated that it would be fun for students to use interesting applications such as Quizizz in the assessment process and could be considered by the teacher.
The third research by Pinder (2021) entitled “Teacher Perceptions of Game- based learning in Trinidad and Tobago’s Primary Schools” described that game-based learning is the transformation of media from the traditional way such as using marker or chalk to write on blackboard to explain the material to the students, nowadays can be transform to the use of technology such as game-based learning application due to the development of technology that can be used in the field of education as well. The reason why the researcher conducted this research starts from how difficult the researcher search for the study about game-based learning especially at the primary level in her location. Therefore, the researcher used mix method as the method of this
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study to get a huge information or data about game-based learning itself. The mix method consists of two methods i.e. quantitative and qualitative; quantitative consists of ten items Likert questionnaire and qualitative consists of three semi- structured interview questions. Thus, the result of this research indicated the positive response of the teachers’ view about the use of game-based learning in primary school in Trinidad and Tobago.
The fourth research is by Asria et al., (2021) about “Analisis Antusiasme Siswa Dalam Evaluasi Belajar Menggunakan Platform Quizizz”. The purpose of this study is to determine students' interest in answering questions on the Quizizz platform. This study included 34 students from class XI Science 4 Senior High School 1 Tahunan.
This study employs a descriptive quantitative method to describe the students' enthusiasm for using the Quizizz platform to solve trigonometric problems. According to the research findings, student enthusiasm in learning evaluation on trigonometric material via the Quizizz platform was 62.38%. So that the Quizizz platform can be used by teachers to evaluate student learning outcomes in order to create an environment of evaluation that is fun and interesting for students to follow, increasing student enthusiasm for participating in learning evaluations.
The last is a research from Sitorus & Santoso (2022) “Pemanfaatan Quizizz Sebagai Media Pembelajaran Berbasis Game Pada Masa Pandemi Covid-19”. This is a descriptive qualitative study aimed at gathering information about the use of the Quizizz application in economic learning. The research subjects are high school and vocational high school students in Salatiga City, Boyolali Regency, and Semarang
Regency. The researchers found that there is a positive response to the use of Quizizz in the online learning process. The positive response of students can be seen from the following data which says that: there total of 26 respondents said that learning by using Quizizz made them more focused in learning. The students said that learning was fun, not rigid and free; they would be more focused in participating in learning. By using the Quizizz application as many as 24 respondents agreed that they were more enthusiastic in learning.
Based on those findings above, the researcher concluded that both students and teachers perceive on the use of Game-based learning application has a positive impact in teaching and learning process. They have the same object of the research, Game- based learning specifically Quizizz. Therefore, this research conducts particularly to get advance information about how teachers’ perception of the use game-based learning matter and works in the field of education especially in teaching and learning process. However, this study differs from the others because it was carried out using a different procedure and analyzed using a different technique & method. This research conducted by using qualitative approach. The procedure in collecting the data of this research is interview. While the data analysis technique used in this research is theory by Miles et al., (2014), consists of data condensation, data display and drawing conclusion/verifying.
Additionally, this research aimed to get a personal view of teachers about digital game-based learning especially about Quizizz generally.
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B. Some Pertinent Ideas
This section discussed about the concept of Teachers’ perception and Digital Game-based learning. It explained below:
1. Teachers’ Perception
The word “teacher” has the different meaning. According to Juhari (2018), teacher is an honorable profession which involves all abilities, intellectual, emotional, and spiritual. As professional teacher, it is not enough just to master the knowledge that they will teach to students, but also required to understand the condition of the students.
Whereas, (Senge, 2000) as cited in (Zombwe, 2014), defined a teacher as:
“… An expert who is capable of imparting knowledge that will help learners to build, identify and to acquire skills that will be used to face the challenges in life. The teacher also provides to the learners knowledge, skills and values that enhance development. An educated person is capable of utilizing the available opportunities in both private and public sectors. The educated person can easily secure employment as well as having life skills that will enable him/her to interact well in the society”.
Based on the explanation of Cambridge Dictionary, perception is a belief, thought, or opinion, often held by many people and based on how things seem, appearance, and etc. While Goldstein et al., (2007) deliver that perception is a conscious sensory experience that occurs when Ellen's brain transforms the electrical signals that represent the moth into her experience of seeing the moth.
Thus, it can be concluded that teacher’ perception is teacher personal view about something. Teacher’ perception is the process of perceiving or how to understand relevant information for provide important insights. Perception about one teacher with another teacher is different depending on experience and knowledge teacher has.
Therefore, according to Nurhayati & Samiati, (2018), they divided teachers’
perception into three indicators as follow:
a. Teachers’ Knowledge
Nurhayati & Samiati, (2018) stated that there are two main points of teachers’
knowledge such as; teachers’ knowledge and teachers’ purpose. This indicator aims to determine the extent of the teacher's knowledge about the application of digital-game based learning they use in the teaching process and the goals to be achieved by using the application.
b. Teachers’ Emotion
Nurhayati & Samiati, (2018) mentioned the part of teachers’ emotion can be divided into two points; teachers’ satisfaction and teachers’ anxiety. This indicator supposed to determine the feelings of teachers in using digital-game based learning applications. This feeling can be in the form of a sense of satisfaction or pleasure in applying the application to students as well as the concerns that the teacher may feel when applying the application.
c. Teachers’ Motivation
Filgona et al., (2020) explained that motivation is what drives a person to learn, act, understand, believe, or acquire new skills. They also stated that motivation is the other way to satisfy the individual’s need. Beside, Huizenga et al., (2017) inferred that motivation to learn is when students have a favorable attitude toward the game's content or the school subject in which it is used, e.g., the increase of students’ interesting and understanding toward the subject.
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Furthermore, the teachers’ motivation classify by Nurhayati & Samiati, (2018) are the teachers’ willingness and readiness for applying media in the learning and teaching process. This indicator aims to determine the follow-up and preparation of teachers in teaching using digital game-based learning applications.
2. Learning Media
Learning media is anything that can be used to transmit messages (learning materials) in order to arouse students' interest in, ideas about, and feelings during learning activities in order to achieve learning goals. Each learning media is a means used to achieve learning objectives. It contains information that may be obtained from the internet, books, films, television, and so on that can be communicated to other people/students, (Kristanto, 2016).
Similarly, Yaumi (2017)stated learning media is all equipment including used goods designed for learning needs is called learning media. In other words, learning media are all software and hardware that function as equipment used to channel learning messages from the sender to the recipient of the message in order to stimulate students' thoughts, feelings, concerns, and interests, thereby increasing the effectiveness and efficiency of the learning process.
Based on the definitions above, it can be concluded that learning media are all things that can be used to help provide material or lessons to students while taking into account the learning objectives to achieve.
3. Digital Game- Based Learning
Digital game-based learning is a type of game-based learning that is enabled by technology. Digital game-based learning combines educational content with a computer or video game and can be used in almost any subject or skill level. According to proponents of digital game-based learning support, it provides learning opportunities that engage students in interactive interactions and help prepare them to participate in globalization, technology, and public policy, (Deubel, 2017).
Due to the development of technology, digital game-based learning is apply in the teaching and learning process. Digital game-based learning is use as an educational games toward teaching and learning tool in some subjects, such as mathematics, science, history and language learning, (Wong Seng Yue et al., 2009).
According to Rahayu & Purnawarman (2019), there are several kinds of digital game-based learning that can be used in supporting learning and teaching process such as Quizlet, Edupuzzle, Kahoot and Quizizz.
a) Quizlet
Quizlet application has the main function to develop linguistic intelligence.
However, in fact Quizlet can be used for all subjects including economics-accounting learning. The use of Quizlet as one of the online-based learning media is interesting to study, especially for the millennial generation, (Sari, 2019).
Furthermore, Sari (2019) explains more that this application is processed and optimized for learning purposes, not only in the field of language, but other disciplines
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can use this application to create sets or teaching materials while evaluating learning through Quizlet.
b) Edupuzzle (Edpuzzle)
According to Sundi et al., (2020), Edpuzzle is an application and video-based learning media that can be used by all teachers to make lessons as interesting as possible, videos can be taken via Youtube, and other platforms then the video is entered into the edpuzzle application and teachers can ask questions and track whether their students watch the videos given and how well do students understand the material given.
In addition, EdPuzzle allows users to import videos from YouTube and add interactive components, such as multiple choices and open-ended questions. This edpuzzle application is very varied because in addition to watching we are also given questions, so not only watching we also get more knowledge.
c) Kahoot
Kahoot is a game that is simple but fun and can be used easily for various purposes related to the world of education, both as an evaluation medium, giving homework assignments or just to provide entertainment in the teaching and learning process. Kahoot can be applied in various subjects, including learning Indonesian. By considering user convenience, Kahoot is designed to be user friendly, both for educators and students, (Sagala, 2021).
Kahoot has two website addresses https://Kahoot.com/ for teachers and https://Kahoot.it/ for students. This platform can be accessed and used all the features
in it and free of charge. Moreover, (Sagala, 2021) explained that this application is prioritizes the process of evaluating learning through group games, although it can be played individually and must be connected via the internet network. The learning evaluation process can be collaborated with many learning resources that are already available on the internet.
d) Quizizz
Quizizz application is an application that can be used both as learning tool and assessment tool. Quizizz is a type of digital game that is a fun multiplayer classroom activity that allows all of your students to practice together using a computer, IPad, tablet, or Smartphone, (Yan mei et al., 2019). Nevertheless, before available to create a learning tool and assessment tool in the platform, it requires to create an account to get access to the platform.
There are several features that really helpful in Quizizz. Rahayu &
Purnawarman (2019), mentioned those features such as timely feedback, review section, repeat the test, and take a new quiz. Quizizz can be used to create multiple choice questions with 4 (four) answer choices with one of the choices being the answer to the question, open-ended questions, or others. If the teacher makes questions that require pictures, tables, graphs and so on, this application allows for that. After the questions have been compiled, and are ready, then the questions can be distributed to students by informing them using 6 (six) number codes that appear automatically when questions distributed to students.
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Rahayu & Purnawarman (2019), stated that Quizizz is an excellent online evaluation tool that can help students to see not only their understanding but also their progress in acquiring knowledge of English.
Additionally, this application will inform the analysis of questions; Knowing the questions answered correctly by students and questions answered incorrectly by students. The teacher will get information on the student with the highest score. The advantage of this application is that it can be used outside of school hours, for example homework. If this application is used to create homework assignments, then the processing time limit can be set. The questions in this application can be randomized so that if they are used for a test, the chance of cheating can be minimized, (Salsabila et al., 2020).
At last, the use of Quizizz is beneficial to increase students’ motivation in class activities and trigger students' interest in the material being taught, (Amalia, 2020).
There are two features of Quizziz that the researcher described below:
a) Learning Tool
Learning tool is one of the features of Quizizz that help teacher show material to the students. This learning tool is called a lesson in the Quizizz. In the lesson, teachers can create slides about material that will give to the students combine with multimedia and quiz as well. Quizizz can be used as good and fun learning strategy without losing essence of learning and teaching process directly, (Salsabila et al., 2020).
b) Assessment Tool
The second feature of Quizizz is an assessment tool called quiz. In this feature, teacher can create a quiz with several types such as; multiple choice, fill in the blank, open ended question, and etc.
Additionally, Salsabila et al., (2020) explained a brief procedure in operating Quizizz. First, go to the web, type Quizizz, next, if you do not have an account, click sign up, then, fill in all the conditions for account registration, after that, enter the
Quizizz application, click log in, then, fill in the email and password used when registering an account, last, determine the quiz model, you can make your own by clicking create my quiz.
Figure 1. Main Features
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The figures below show the initial display before entering the Quizizz web.
Figure 2 shows the display if you want to log in to the web as a teacher while Figure 3 shows the display if you want to log in as a student
Figure 2. Join as Teacher
According to Salsabila et al., (2020), there are several strengths and weaknesses of using Quizizz as follow:
a. Strengths of Quizizz
1) Making it easier for teachers to give students questions;
2) When students correctly answer questions or quizzes, it will appear how many points are obtained in one question, as well as a ranking;
3) If a student answers the quiz incorrectly, the correct answer will appear correct, allowing students to self-correct;
4) When it is declared that the quiz has been completed, the previous answer will be displayed at the end (in the closing session) so that the students can look again to review their answer;
Figure 3. Join as Student
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5) When taking the quiz, each student receives a different quiz question because it has been automatically randomized, reducing cheating.
b. Weaknesses of Quizizz
1) Network or internet, which sometimes has problems;
2) When working, students can open a new tab which allows them to easily enter other to search for answers;
3) In a matter of time, the student who was originally able to get a rank above, has a possible downgrade, due to management wrong time;
4) Students who arrive late will face an additional obstacle or problem.
To summarize from the statement above, the use of game-based learning must remain under the care and instructions of the teacher so that unwanted things do not appear. Teachers should continuously monitor game-based learning classes and guarantee that when students lose a level, students do not unfavorably impacted however rather urged to improve from here on out.
C. Conceptual Framework
Figure 4. Conceptual framework
The conceptual framework described above describes the researcher's research.
The study is a descriptive study on teachers' perceptions of the use of digital game- based learning.
The current situation that allows teachers use the learning media based technology, can consider to use in teaching and learning process in the future even the situation is back to normal. The researcher wants to find out how the use of this digital game-based learning (Quizizz) can be useful because it can be used both as the learning
Learning Tool Digital Game-
based learning
Assessment Tool
English Language Teaching
Teachers’
perception
Teachers’ Motivation Teachers’ Knowledge
Teachers’ Emotion Quizizz
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tool and assessment tool. Additionally, the researcher wants to explore the teachers’
view of the use Quizizz as learning tool or as assessment tool.
Beside, teachers’ perception can help others teachers to improve their media that develop in teaching and learning process. In order to find out how teachers’
perception of the use of digital game based leaning in teaching and learning process, there three indicators of teachers’ perception according to Farida et al., (2018); the teachers’ knowledge, teachers’ emotion and teachers’ motivation
In this research, the researcher explained about the use of Quizizz in English Education Department students. Moreover, the researcher has analysed teachers’
perception on the use of game-based learning during the teaching and learning process in English Education Department at UIN Alauddin Makassar.
24 CHAPTER III RESEARCH METHOD A. Research Method
The purpose of this research is to describe the teachers’ perception on the use of Quizizz. Based on the general purpose of the research, this study classified as the qualitative descriptive research that describes the phenomena which happen at the English Department in case of the use digital game-based learning application in teaching and learning process. Therefore, the method in this research is a descriptive method with qualitative approach.
According to Sugiyono (2016), the qualitative research method is a research method based on post-positivist philosophy that is used to examine the condition of objects in nature (rather than an experiment) which the key instrument is the researcher, data source sampling is done purposefully and snowball, collection techniques include triangulation (combined), data analysis is inductive/qualitative, and qualitative research results emphasize meaning rather than generalization.
B. Research Subject
There are two teachers of English Education Department at UIN Alauddin Makassar as subjects in this research. The first subject (Teacher A) teaches Semantic
& Pragmatic while the second subject (Teacher B) teaches Grammar.
Purposive sampling was used by the researcher to determine the subject of this study. Purposive sampling, according to Sugiyono (2016), is a sampling technique with specific considerations. It means that the object of research or research to be discussed
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must be in accordance with the research subject or respondent. The subject of this research was taken because they had experience using Quizizz and the frequency with which they used Quizizz was quite frequent. Therefore, there are two teachers as a subject of this research.
C. Data Collecting Procedures
In this research, the researcher needs to use the proper method and relevant data acquisition tools. The use of proper method and instruments in collecting the data helped the researcher to acquire the objective data for the research. In collecting the data of this research, the researcher used interview. According to Sugiyono (2016), there are three types of interview such as structured interview, semi-structure interview and unstructured interview. Therefore, the researcher used semi-structure interview in collecting the data.
Winardi (2018) stated that semi-structured interview is interview where the respondent must answer questions that have been prepared by the interviewer. Before conducting the interview, an interview guide has been prepared in the form of a list of questions or schematic and structured topics explored by the interviewer. This interview guide is useful to keep the interview focused, serve as a guide, and to ensure the interview goes as expected. The purpose of this type of interview is to find problems more openly, where the parties invited to the interview are asked for their opinions and ideas, (Sugiyono, 2016).
Additionally, the researcher communicated with two teachers of English education department that have experience in using Quizizz in teaching their students.
The purpose of this interview is to get further information and ideas about specific topic through intense questions and responses.
D. Research Instrument
The instrument used in this research, namely interview. Interview is a data collection technique when researchers want to carry out a preliminary study to find problems to investigate, and when researchers also want to know things from deeper, (Sugiyono, 2016). The type of interview used in this research is semi-structured interview. The researcher chose semi-structured interview because she has preparing the questions and classifying into several parts. The researcher decided to use semi- structured because the researcher wanted to know directly from the respondents about his opinion in using Quizizz including satisfaction, weaknesses and strengths of the application. Moreover, semi- structured interview is used so that the results obtained are deeper and can be clarified with additional questions during interview.
Interview was conducted to obtain the data. In this case, interview used to get deeper information and validate the data by asking directly to the respondents.
Interview may give further information and explore respondents’ view about something. The instruments used in this research is adopted from the research by Nurhayati & Samiati, (2018). The total number of instrument in this research is ten questions which divided into three indicators, where numbers 1-4 are parts of teachers’
knowledge, numbers 5-7 are parts of teachers’ emotion and numbers 8-10 are parts of teachers’ motivation.
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E. Data Analysis Technique
Sugiyono (2016) stated data analysis is the process of searching and composing systematically data obtained from the data collection by organizing data into categories, outdoors into units, performing synthesis, composing into patterns, choosing which matters and which will be learned, and make conclusion so easily understood by owned and others. If the researcher feels the response from respondent is not enough, they can ask for more questions to make sure the information.
According to Miles et al. (2014), there are three phases of analyzing the data;
data condensation, data display and conclusion/ verifying. Therefore, the researcher explained these phases of analyzing data as follows:
1. Data condensation
Data condensation is the first phase of the qualitative data analysis technique according to Miles and Huberman. Data condensation is a simplification, classification, and disposal that does not require data in such a way that the data can produce meaningful information and make it easier to draw conclusions. The large amount of data obtained in the data collection process and the complexity of the data requires researchers to trim and sort out the necessary and important data. Therefore, this phase is carried out for the selection of data that is relevant or not with the final goal.
2. Data Display
The second phase is data display. Generally, a display is a coordinated, packed get together of data that permits end drawing and activity. The display of data is an activity that occurs when a collection of data is organized systematically and easily
understood, allowing for the generation of conclusions. Qualitative data can be presented in the form of narrative text, graphs, charts, and so on. The data will be organized and arranged in a relationship pattern through the display of the data, making it easier to understand.
3. Drawing conclusion/ Verifying
Drawing conclusions and leveraging data is the final phase in qualitative data analysis which is carried out to see the results of data reduction still refer to the analysis objectives to be achieved. This phase aims to find the meaning of the data collected by looking for, similarities, or differences to draw conclusions as answers to existing problems.
As the analyst moves forward, the conclusions are verified. Verification can be as brief as a fleeting second thought crossing the analyst's mind while writing, followed by a brief return to the field notes, or it can be lengthy and elaborate, involving lengthy argumentation and review among colleagues to develop "intersubjective consensus" or extensive efforts to replicate a finding in another data set.
The initial conclusions put forward are still tentative, and will change if there is no strong evidence to support it at the next phase of data collection. When the conclusion put forward at an early stage, supported by valid evidence and consistent when the researcher returns to the field to collect data, then the conclusions put forward are credible conclusions.
29 CHAPTER IV
FINDING AND DISCUSSION
This chapter consists of finding and discussion of the research. Researcher presented the research finding based on the result of the teachers’ perception toward the use of Quizizz.
There are two respondents of this research. The first respondent or known as Teacher A is being a teacher since 2008 and starts working in Alauddin State Islamic University of Makassar at 2011. This teacher presents several subject, such as Introduction to Research Method, Introduction to Linguistics, Transalation, Reading, Speaking, Semantics and Pragmatics, Psycholinguistic and Teaching English as a Foreign Language.
The second respondent or Teacher B who experienced her career at 2009. She started her teaching career for the first time at Alauddin State Islamic University of Makassar and several courses site. The following subjects have been held by the teacher: Grammar, General English, Reading and Writing.
A. Findings
Perception is the experience of objects, events, or relationships gained through inference and message interpretation. According to Nurhayati & Samiati, (2018) the perception of teachers can be classified into three parts such as teachers’ knowledge, teachers’ emotion and teachers’ motivation. This research aimed to explore teachers’
perceptions toward teacher knowledge of Quizizz, what teachers’ felt while apply
Quizizz for students and the teachers’ motivation and the willingness in the future in use Quizizz.
The results of this research can be seen as follows:
1. Teachers’ Knowledge
In this section contains how the teacher's view on Quizizz which includes the effectiveness of using Quizizz, the use of features commonly used by teachers.
Therefore, the researcher presented the results of interviews from the respondents below.
All teachers in this research had good understanding about Quizizz. Both of them thought that Quizizz is an attractive application to create a quiz for students. Thus, the students can enjoy the assessment process because the media that used is very interesting. The complete description of the teachers’ knowledge can be seen as follow:
Teacher A : “Quizizz is an application that is very interesting and like using a game even more because it has many features. For example multiple choices, fill the blank and etc. Besides, the score of students after doing the quiz can appear immediately, especially if I activate the feature of giving compliments/memes. I think it is more effective and efficient than I use paper based test.”
Teacher B : “I think Quizizz is an interesting application to give students quiz in online learning. Actually even offline learning Quizizz still can be used but I prefer using Quizizz in online learning.”
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Teacher A stated that Quizizz is very interesting. It is because the display of this application is very colorful that can make students enjoy the quiz, and there are some features that can be used such as live ranking that can show a rank of students after submitted their answer, and there are several types of test that can be used to deliver test to the students such as, multiple choice, fill the blank, open-ended, match, and etc.
Figure 5. Features of Quizizz
The figure above shows some of features available in Quizizz in assessment tool such as timer, memes, and power-ups. These features can increase students’
interest as well as the display of assignment given by teachers. Timer is a feature that teachers can set the time for every question to work the assignment. Meme is the feature that beneficial to show students a motivated and interesting picture to cheer students up after answer the question. The last, feature power-ups is a feature that can add score because some reason such as the correctness and the speediness. Other feature of
Quizizz is a live rank that can show students their ranking after answer the question in the Quizizz.
Researcher also asked the teachers about how long they have using Quizizz, the answer explain below:
Teacher A : “I have been using Quizizz for a long time even before the pandemic.
Usually I use Quizizz to give an introductory quiz before starting class.”
Teacher B : “I use Quizizz since entering the pandemic, before the pandemic I usually use the Kahoot application. However, during the pandemic because they have to study online, one way to give quizzes to students is to use Quizizz.”
The statement from the respondents above shows the difference in the length of time they use Quizizz. Teacher A showed her consistency in using Quizizz both before entering the pandemic and during the pandemic still using the Quizizz application.
while Teacher B, using Quizizz during the pandemic or the implementation of online classes, before the pandemic, she used the Kahoot application.
Figure 6. Feature Live Rank
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Furthermore, in this section, the teacher asked by researcher whether they used the two main features of Quizizz, namely the learning and assessment tool and both answered that they only used the assessment tool feature. Below is the additional question and answer given by researcher because they are claimed that they never use other feature of Quizizz.
Teacher A : “I have never used the learning tool feature. I do not know in the future, it seems that for learning media I prefer to use LENTERA instead of quizizz to deliver material to the students because it is more familiar to me. Moreover, if I take Quizizz, I have to study further and educate students and it will be more complicated.”
Teacher B : “I only use the assessment tool feature (give quizzes), fill out questions or multiple choices. I have never used the learning tool feature because I only use this application to give quizzes to students. I also have not thought about using Quizizz during offline learning due to the network on campus is less stable.”
Figure 7. Type Test of Quizizz
Additionally, the researcher found that both teachers view about Quizizz is effective media for giving students quizzes. Therefore, both of them just focus to use the assessment tool of Quizizz rather than a learning tool, because there are several type tests of Quizizz that teachers can use such as multiple choice, fill the blank, and etc. They claimed that they have other media to deliver material to the students.
Besides, they are not familiar with learning tool of Quizizz.
The last point of this section is the expectation or the main reason teachers decide to use the Quizizz application in the midst of many applications that offer similar features.
Teacher A : “What sets Quizizz apart from other apps is its game-like usage. With so many features available, Quizizz becomes very attractive to use”
Teacher B : “The main reason I used Quizizz was because at that time, it was very difficult for me to give students quizzes directly. In addition, if I give students a quiz via WhatsApp or manually, it will be very difficult for me to check the quiz. If I use Quizizz, the results come out right away and it's easier. I just enter the questions then the students answer the questions and the results come out right away. So this Quizizz makes it easier for lecturers to check quizzes and students can also take quizzes anywhere.”
Based on the answers of the two teachers, it can be concluded that the reason they use Quizizz is because Quizizz's features and displays stand out from other applications.
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2. Teachers’ Emotion
This section consists of the data based on emotion of teachers, such as their satisfaction, worried and inhibition might face by teachers during implementing Quizizz in the class.
a. Teachers’ satisfaction about the implementation of Quizizz
Both teachers were satisfied with the use of Quizizz in the classroom as an assessment medium because it was very effective and made it easier for the teacher to check assignments or quizzes as well as the features of Quizizz.
Teacher A : “Related to the features, I am very satisfied. I can add some picture to make students easier to understand the question. However, there are some features that are paid. For example, if we want to make a question and the question is taken from the previously available quizzes, the paid ones cannot be copied and pasted directly. Besides, if we want to add video and audio the account must be premium or paid.”
Teacher B : “Yes, satisfied. Because it is very easy to use and the quizzes that I have made can be saved to use later.”
Figure 8. Feature Insert Picture
Teacher A said that teacher can insert a picture to make a clear explanation to the students as it can see in the figure above. Based on the explanation above, it can be concluded that teachers were satisfy using Quizizz in the class especially as assessment tool because there are several features that can be used and make easier for teachers.
b. Teachers’ anxiety toward the implementation of Quizizz
The moment teachers give students quizzes using Quizizz, they usually worried about how students stay honest in doing questions and quizzes. In this case, the two teachers interviewed had different views regarding whether using Quizizz could reduce students' cheating behavior.
Teacher A : “To reduce the behavior of students who like to cheat actually depends on the teacher. For example, if we say the person who collects the fastest and correct, then he will have the highest score. In addition, the Quizizz application can detect how many attempts to answer the question when it collects. So, we also need to convey to students that the value of these questions only or quizzes is not measured by the points they get or how quickly they collect them, but also by one try, good grades, and fast collection. From there students can reduce the cheating behavior.”
Teacher B : “My concern is I cannot control the student what he or she does behind the quiz. In addition, I also had an unpleasant experience where there was a student who had used another/fake account to enter the Quizizz whose name was not on the student list but he participated in the quiz. There is a gap for students to cheat in doing the quiz.”
The teachers have different opinions, where teacher A feels less worried about the behavior of students who might cheat. On the other hand, teacher B considers that there is a gap for students to cheat using other devices.
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c. Teachers’ Obstacle
The description below is about what kind of obstacle most faced by teachers and how teachers deal with it. All teachers have the same answered about their obstacle such as unstable network.
Teacher A : “Of course, unstable network is a main obstacle. Usually the student's work on the quiz is repeated, or when sending is not sent or takes too long to load while the time has been determined. So, usually I add the quiz submission deadlines until all students are seen submitting their assignments on the link provided.”
Teacher B : “The main obstacle is the signal is less stable. Because in using the internet, each student's network is different and we also don't support their network. So in response to this, I usually give an extension of time for quizzes. For example, if I teach in the morning, the quiz can be accessed until the evening. So I make adjustments to the processing time.”
Based on the description above, one of the weaknesses of Quizizz is that it can only be used in a stable and adequate network condition so that if it is not fulfilled there will be side effects that result in disruption of work on Quizizz.
3. Teachers’ Motivation a. Teachers’ Readiness
Both teachers shared the same answer about whether they have special preparation by applying Quizizz in class. Each teacher said that there was no special preparation because they only used one feature, namely the assessment tool. So the preparation is only limited to making questions and then entering them into the Quizizz application to then be given to students.
Teacher A : “First, prepare questions and then enter them in the Quizizz application.”
Teacher B : “There is no special preparation, just make a question then the question is entered into the Quizizz application.”
Both teachers said that they are not preparing special stuff before entering class in using Quizizz. This is because teachers only use one feature of Quizizz, which is the feature of giving quizzes to students.
b. Teachers’ Willingness
All the teachers shared the same answer that they were eager to participate if there is seminar or training about Quizizz. Teacher A said that she will very dispose to join the seminar about Quizizz because it will add insight into the use of Quizizz features.
Teacher A : “Yes, I will be ready to join the seminar or training about Quizizz.”
Teacher B : “Sure, if the features discussed are features that I do not know about.
Thus, maybe if there is training about a whole feature of Quizizz, I might be interested in participating in the activity.”
From the teachers’ statement above, it can be concluded that they are willing to take training on Quizizz to learn more about the features that exist in the Quizizz application.
Beside the data presented above, there are several additional questions that researcher given to the respondents. Those additional questions from both respondents presented below:
Researcher : “Have you ever encountered any funny or memorable incidents during the Quizzz application both online and offline?
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Teacher A : “If it is a funny experience, I never experienced. Therefore, there is an impressive experience, students like to use Quizizz. When I use google form, they will complain and say "mam just use Quizizz mam, because it's so fun!" especially if I activate the praise feature when the answer is correct, for example "you are good" "you are excellent" then a cartoon image appears. They will feel excited because it feels like using the game. However, the drawback of Quizizz is that when making long- answer questions, it cannot be judged unless it provides keywords. For example, in the answer there is already a predetermined keyword, and then it can only be assessed”.
Teacher B : “As long as I make quizzes/questions on Quizizz, it is no problem from me. Therefore, I was experiencing several bad experiences as unstable network connection that make students hard to access the quiz. In addition, usually when I enter a picture in a quiz and the student's signal is not good then they cannot see the picture. Usually there are also students who cheat by logging into the web twice to see the questions or quizzes that will be done. While the funny experience, I have never experienced”.
The question above is stated in order to find out the other side of the teacher's experience in using Quizizz. Based on the explanation of teachers above, it is can be concluded that both teachers did not have any funny moment while applying Quizizz in the class. Therefore, teacher A stated that her students very excited to use Quizizz compared to other application. While teacher B stated that she personally did not have any problem using Quizizz but the students usually have obstacle in access Quizizz.
The researcher had asked before whether the teachers knew the two main features on Quizizz or not and they answered that they only knew the features of the assessment tool. Then, the researcher asked again whether in the future they want to use the learning tool feature.
Teacher A : “I do not have any plan of it yet. Therefore, I prefer to use LENTERA instead of quizizz to deliver material to the students because it is more familiar to me.”
Teacher B : “Because now learning and teaching process is back offline, so I only use quizizz once or twice not as often as during the pandemic.
Moreover, the network on campus is not very supportive.”
As described above, the second teacher does not yet have the intention and plan to use the learning tool features to provide material to students. This is because teachers are satisfied with using web learning from campus and also the situation is slowly returning to normal again which no longer requires teachers to bring material online.
B. Discussion
According to Suryaman et al., (2020) Quizizz is a new approach in learning and teaching process. It is an online learning tool that lets teachers make and distribute video, quizzes, and flashcards to their students. Therefore, many teachers use Quizizz when COVID-19 pandemic, such as in the statement that Teacher B only used Quizizz at the time of the implementation of online learning, which was different from Teacher A who had used Quizizz for a long time to give quizzes to students, namely before the pandemic/online learning. From the results of the interview, it can also be concluded that the Quizizz application can be used both in offline learning and online learning.
This research supposed to explore teachers’ perception of using Quizizz in English Education Department at UIN Alauddin Makassar because most of teachers still not use a technology to give students quizzes while using media based technology can help students enjoy doing their quizzes it is in line with Salsabila et al., (2020) said
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that students can sense learning that is not overly heavy in thinking about answers in addition to completing tasks because the Quizizz program has a fresh look and is filled with enjoyable activities. A game cannot be separated without its inventive, interesting, adventurous, and creative components, which can encourage each learner to study in a favorable way.
Based on the explanation of the findings above, it can be concluded that the teachers showed most positive perception toward the use of Quizizz as a media to give students an interactive quizzes. Besides, there a strengths and weaknesses that researcher found from the findings above.
1. Teachers’ Knowledge
The strengths of Quizizz based on teachers’ perception can be seen in the first indicator, teachers’ knowledge. Both teachers said that Quizizz is an interesting and fun application to give students quiz or exercise. Sitorus & Santoso, (2022) in their research mentioned that there a total of 27 research respondents said that the use of quizzes was learning becomes fun and not boring. It was said by students that when doing assignments or quizzes they feel like they are playing a game so students are enjoy doing the quiz.
Besides the strength that both teachers’ mentioned in this section, they also stated the weaknesses such as never using other feature of Quizizz, learning tool. Both teachers prefer to use other media to give students material because they are not familiar to this feature.
2. Teachers’ Emotion
The researcher found that teachers A mentioned the strengths and weaknesses of Quizizz at the same time. First, she mentioned that she satisfied using Quizizz because she can add some picture to show students and it can help students easier to understand the question and find the answer. This is in line with Sitorus & Santoso, (2022) in their research that, there is audio visual that is displayed help students to focus and calm in answering quiz. Therefore, the audio can use if teachers buy a Quizizz premium.
Teachers A stated that there some features are paid such as displayed an audio and using quiz that exist in the application. Aside from the features that paid as the weaknesses of this application, teacher B stated that the features of Quizizz is very easy to use as the teacher B did not have longer experience in using Quizizz then teacher B.
According to Zhao, (2019), Quizizz is simple to use; using it for in-class activities is enjoyable, aids in reviewing the information, and piques their interest in learning.
In addition, both teachers also explained about their anxiety while using Quizizz to give students quiz, especially in cheating. Teacher A mentioned that it depends on the teacher what kind of score they wanted to see, for instance the fastest, the correctness, etc. while the teacher B said that there might a chance for students cheating using another device.
However, teacher A & teacher B agreed that they are satisfied using Quizizz because the feature.
