Improving Students’ Vocabulary Mastery in Writing Skills Using Quizizz at a Senior High School in Semarang

Dhenisa Padmasari, Maria Yosephin, Sri Wahyuni

Abstract


English is an international language that is essential to master. However, many students experience difficulties in writing due to limited vocabulary, which affects their ability to organize ideas and express meaning accurately. This study examined the effectiveness of Quizizz in enhancing students’ vocabulary mastery and writing abilities, particularly their understanding and application of singular and plural nouns. Quizizz was selected as the instructional tool because its interactive and game-based features provide engaging vocabulary practice and immediate feedback, which can encourage students to participate actively in learning. The research adopted a quantitative approach using a pre-experimental One-Group Pre-Test–Post-Test Design, involving 35 seventh-grade students of Class VII C at SMP Negeri 37 Semarang. Data were obtained through a pre-test, Quizizz activities, a sentence-writing assessment, and a post-test. The data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results revealed an increase in the students’ mean score from 89.37 in the pre-test to 99.60 in the post-test. These findings suggest that Quizizz contributed positively to students’ vocabulary development and their ability to use singular and plural nouns appropriately in writing activities.


Keywords


Vocabulary Mastery; English Writing; Quizizz; Game-Based Learning; Singular and Plural Nouns

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DOI: https://doi.org/10.31004/jele.v11i4.3065

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