Unveiling the Power of Quizizz: Enhancing Tenth Grade Students' Reading Comprehension through Local Wisdom Stories

Afkarina, Marisa Nur Izza (2025) Unveiling the Power of Quizizz: Enhancing Tenth Grade Students' Reading Comprehension through Local Wisdom Stories. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Reading comprehension poses a significant challenge for Indonesian tenth-grade students, primarily due to their limited vocabulary and insufficient background knowledge essential for interpreting texts. While digital platforms like Quizizz offer interactive features such as gamification and instant feedback, existing research suggests that standart multiple-choice formats alone fail to develop deep comprehension skills or adequately engage students with reading texts. This study addresses this gap by integrating Quizizz's technological capabilities with Indonesian local wisdom stories, specifically culturally familiar folklore, to create an innovative pedagogical approach. By combining interactive digital elements with students' cultural knowledge, this research investigates how technology-enhanced culturally responsive materials can simultaneously enhance reading comprehension and promote cultural awareness among tenth-grade students.
This research came up with the following question: Do the students taught by using Quizizz with Local Wisdom Stories have better reading comprehension than the students taught by using the conventional teaching method? This led this research to the objective of measuring the effectiveness of teaching media using quizzes with local wisdom stories in students' reading comprehension.
The research method was a quantitative quasi-experimental design (non-equivalent control group design). This quasi-experimental study employed a control group design with tenth-grade students (n = 66) from two intact classes, including 33 students in the experimental class and 33 students in the control class. Using purposive sampling, 33 students were assigned to the experimental group (Quizizz with Local Wisdom Stories). Data were collected through pre-tests and post-tests. Then, for the hypothesis testing, the data were analyzed using the T-test formula.
Results revealed a statistically significant difference (p = 0.007 < 0.05) between the control and experimental groups, with the experimental group showing superior reading comprehension scores. Based on the hypothesis testing, it can be concluded that the alternative hypothesis (H_a) was accepted and the null hypothesis (H_0) was rejected, indicating that the use of Quizizz integrated with local wisdom stories has a statistically significant positive effect on students’ reading comprehension. These findings suggest that integrating local wisdom stories into Quizizz creates a culturally responsive learning environment that enhances comprehension. The study recommends extended implementation periods and provides evidence for educators seeking to improve senior high school students’ reading instruction through technology-enhanced, culturally relevant approaches.

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