The Effect of Using Quizizz on Students’ Reading Comprehension in Procedure Text

Vian Elfrida Hura; Desi Andriani; Rahma Diana

doi:10.31980/eealjournal.v8i1.2610

Authors

Vian Elfrida Hura UPI "YPTK" PADANG
Desi Andriani UPI "YPTK" Padang
Rahma Diana Universitas Putra Indonesia “YPTK”, Padang, Sumatera Barat, Indonesia1

DOI:

https://doi.org/10.31980/eealjournal.v8i1.2610

Keywords:

Quizizz, Reading Comprehension, Procedure Text

Abstract

This study investigates the effect of using Quizizz, a game-based digital learning platform, on students’ reading comprehension of procedure text at Semen Padang Vocational School. The research was motivated by students’ struggles in understanding procedure texts, especially in following sequences, identifying main ideas, and grasping instructions-challenges commonly found in vocational school contexts. The objective of this study is to determine whether the implementation of Quizizz significantly improves reading comprehension among eleventh-grade students in the Industrial Electronic Engineering program. A pre-experimental design with one group pre-test and post-test employed, involving 17 students who participated in four sessions of instruction using Quizizz. Data were collected using comprehension-based tests before and after the intervention. The analysis revealed a significant improvement in students’ reading score, with the average increasing from 46.18 (pre-test) to 87.94 (post-test). A paired sample t-test yielded a t-value of 7.87, which is significantly higher than the t-table value of 2.131, indicating a statistically significant effect.

These results demonstrate that Quizizz not only enhances comprehension through its interactive and gamified approach but also fosters student motivation and engagement. Students who previously had low scores were able to show remarkable progress, indicating that the tool is effective for a wide range of learner abilities.

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