The Use of Quizizz in EFL Classroom: Students’ Perceptions and Learning Outcomes at Junior High School
DOI:
https://doi.org/10.24256/ideas.v14i1.10652Keywords:
EFL; learning outcomes; QuizizzAbstract
This study aims to examine students’ perceptions and learning outcomes on the use of Quizizz in an English as a Foreign Language (EFL) classroom at MTsN 1 Boalemo. This research employed a mixed-method approach with an explanatory sequential design. The participants were 31 students selected through purposive sampling. Data were collected using a questionnaire, pre-test and post-test, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, N-Gain, paired sample t-test, and Cohen’s d, while qualitative data were analyzed descriptively. The findings revealed that students demonstrated a high level of perception toward the use of Quizizz (M = 3.44), indicating that the platform is useful, engaging, and easy to use. The learning outcomes improved significantly, with the mean score increasing from 62.8 to 81.6 and learning mastery rising from 34% to 87%. The N-Gain score was 0.51 (moderate), the t-test indicated a significant difference (p < 0.05), and the effect size was very large (d = 2.42). The instrument was also proven valid and highly reliable (α = 0.91). However, some challenges were identified, particularly unstable internet connectivity. It can be concluded that Quizizz is an effective tool to enhance students’ engagement and learning outcomes in EFL classrooms.
References
Aprita, D., Putri, S., & Wahyuni, L. (2025). Quizizz in EFL learning context. Journal of Language and Education Studies, 7(1), 34–44. Retrieved from https://journal.university.ac.id/index.php/jles/article/view/7890
Fuchs, M., Fizek, S., Ruffino, P., & Schrape, N. (Eds.). (2014). Rethinking gamification. Lüneburg: meson press. Retrieved from https://meson.press/books/rethinking-gamification
Gulo, P. F. H., Harahap, R., & Siregar, L. (2026). Increasing students’ motivation through Quizizz. Journal of Educational Technology and Innovation, 11(1), 78–89. Retrieved from https://journal.university.ac.id/index.php/jeti/article/view/9101
Healey, D. (2020). The little book of gamification. Retrieved from https://macmillannavio.com
Hou, H. T. (Ed.). (2023). Game-based learning and gamification for education. Basel: MDPI. https://doi.org/10.3390/educsci13040337
Kartika, N. L. P. I., & Budiarta, L. G. R. (2025). Quizizz in EFL classroom learning: Students’ perception and challenges. Journal of English Language Teaching and Learning, 10(1), 45–55. Retrieved from https://journal.university.ac.id/index.php/jelt/article/view/1234
Masruddin, M., & Al Hamdany, M. Z. (2023). Students’ motivation in learning English in Islamic higher education. FOSTER: Journal of English Language Teaching, 4(4), 199-207.
Mas, D. N. (2025). The effectiveness of teaching speaking through Quizizz. International Journal of Language Education, 9(2), 120–130. Retrieved from https://journal.university.ac.id/index.php/ijole/article/view/5678
Motteram, G. (Ed.). (2013). Innovations in learning technologies for English language teaching. London: British Council. Retrieved from https://www.teachingenglish.org.uk
Mujumdar, A. R. (2025). Teaching English as a second language: Theory, techniques and technology. London: Routledge. https://doi.org/10.4324/9781003611301
Nurhadianti, N., Sari, M., & Rahman, A. (2023). Implementation of Quizizz in English learning. Journal of English Education Research, 8(2), 150–162. Retrieved from https://journal.university.ac.id/index.php/jeer/article/view/3456
Ordoñez Procel, G. J., Freire Medina, M. L., Sotomayor Sanchez, D. J., & Poma Tacuri, M. A. (2024). Using technology in English teaching. CID Editorial. https://doi.org/10.37811/cli_w1048
Syarifudin, & Ariawan, S. (2021). Technology in English language teaching: Connecting theory and practice. Mataram: Sanabil.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Syahril Nur, Karmila Machmud, Harto Malik, Muziatun, Sartin Miolo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
