Exploring Teacher’s And Student’s Perspectives On The Use Of Quizizz In Vocabulary Learning

Abstract

This study explores teachers’ and students’ perspectives on the use of Quizizz in vocabulary learning at SMA Negeri 1 Parepare. It aims to understand how Quizizz supports vocabulary acquisition, student engagement, and classroom interaction, as well as the challenges that may arise from its implementation. By examining both teacher and student perspectives, the study seeks to provide insights into the role of gamified digital platforms in enhancing English vocabulary learning. A qualitative descriptive design was employed, involving one English teacher and ten students as participants. Data were collected through semi-structured interviews, classroom observations, and documentation to capture authentic experiences with Quizizz. The collected data were then analyzed thematically to identify patterns, themes, and insights regarding the use of the platform in vocabulary instruction. The findings reveal that Quizizz enhances student engagement and fosters a more dynamic classroom environment. Its game-based features such as timers, leaderboards, and instant feedback were found to improve student motivation, participation, and vocabulary retention. Despite these benefits, challenges such as unstable internet connections and limited device access sometimes disrupted learning activities. Overall, Quizizz proved to be an effective supplementary tool for vocabulary learning, especially when combined with traditional methods in a blended learning model.