ABSTRACT

Fitriyah Rohmah. (2024). “GAMIFICATION BASED ASSESSMENT: EXAMINING THE USE OF QUIZIZZ AS ASSESSMENT TOOL TOWARDS STUDENTS' TEST ANXIETY (A Case Study in English Course of Informatics Engineering Students in Yogyakarta)”. Surakarta: English Education Study Program. Faculty of Education and Teacher Training. Universitas Sebelas Maret. First supervisor: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., Second supervisor: Dr. Sri Haryati, S.Pd., M.Pd.
This research aims to investigate: (1) students’ test anxiety level when overcoming English test, (2) the effects of Quizizz as assessment tool towards students’ test anxiety, and (3) the lecturer’s steps to administer gamification assessment via Quizizz. A descriptive case study is implemented as the research methodology in this research. This research was conducted in one of the universities in Special Region of Yogyakarta with 30 students and one lecturer of the English class. The data were collected using questionnaires, interviews, and observations. Analysis of the data was done using the interactive model that Miles, Huberman, and Saldana (2014) presented. The results reveal that: (1) Students experienced high level of test anxiety which can be determined through two indicators namely incapacity; hard to concentrate when the test day is closer, lose focus, disremember the material, feel out of sorts, mind wandering, sometimes avoid written assignment;  and worry; worry, negative thinking, exhausted, and overthinking. (2) The effects of Quizizz is significant since students feel less anxious or much better to overcome English assessment via Quizizz, and Quizizz brings positive effects for students’ affective (students feel more comfortable to face English assessment via Quizizz), behavioral (students tend to use Quizizz as assessment tool), and cognitive (students get better performance) aspect. (3) The steps conducted by the lecturer to administer English assessment via Quizizz are: a) determine the learning objectives, b) create a test in Quizizz, c) set the test parameters, d) provide clear instructions, e) assign the test in Quizizz, f) monitor students’ progress via Quizizz dashboard, g) analyze results from the assigned test, h) provide direct feedback, i) address misconception, j) repeat the whole process.

Keywords: descriptive case study, test anxiety, gamification assessment, Quizizz