THE IMPLEMENTATION OF QUIZWHIZZER AS A LEARNING MEDIA IN TEACHING VOCABULARY FOR VISUAL COMMUNICATION DESIGN PROGRAM AT BAITUL HIKMAH VOCATIONAL HIGH SCHOOL

Hidayah, Putri Nuril (2025) THE IMPLEMENTATION OF QUIZWHIZZER AS A LEARNING MEDIA IN TEACHING VOCABULARY FOR VISUAL COMMUNICATION DESIGN PROGRAM AT BAITUL HIKMAH VOCATIONAL HIGH SCHOOL. Undergraduate thesis, UIN Kiai Achmad Siddiq Jember.

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Abstract

Putri Nuril Hidayah, 2025: The Implementation of QuizWhizzer as a Learning Media in Teaching Vocabulary For Visual Communication Program at Baitul Hikmah Vocational High School
Keyword: Vocabulary, QuizWhizzer.
Vocabulary is a fundamental aspect of language learning that supports students’ ability to understand texts, express ideas, and communicate effectively. In the modern learning era, the use of technology-based learning media is considered capable of increasing student engagement and retention. One such medium is QuizWhizzer, a game-based digital platform that presents interactive quizzes to support vocabulary mastery. Based on this, the researcher was interested in exploring how QuizWhizzer is applied in vocabulary learning and in identifying the advantages and disadvantages of its use in the classroom.
This study aims to describe the implementation of QuizWhizzer as a learning media in teaching vocabulary at Baitul Hikmah Vocational High School. In addition, the study aims to reveal the advantages and disadvantages experienced by students during the learning process. These objectives are formulated into two research questions: (1) How is the implementation of QuizWhizzer as a learning media in teaching vocabulary? (2) What are the advantages and disadvantages of using QuizWhizzer in students’ vocabulary learning?
This research employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The research was conducted at Baitul Hikmah Vocational High School with the subjects being the English teacher and the students of class XB, which consists of 25 female students. Based on the researcher’s initial observation and consultation with the English teacher, class XB was the most actively involved in implementing QuizWhizzer during vocabulary learning activities. The students had been previously introduced to digital-based learning tools and were familiar with using QuizWhizzer in the classroom. To ensure data validity, the researcher used triangulation techniques.
The results showed that the implementation of QuizWhizzer in vocabulary learning at Baitul Hikmah Vocational High School was conducted through three stages, in the pre-activity, the teacher greeted students, invited them to pray, checked attendance, reviewed past material, and explained the objectives. In the while-activity, students identified unfamiliar words, played a QuizWhizzer game, and presented their work. In the post-activity, the teacher led reflection, summarized the lesson, and introduced the next topic. Meanwhile, the advantages of using QuizWhizzer included supported student motivation in learning, promoted active student engagement, and provided immediate feedback, as seen from students’ enthusiasm and participation during class activities. However, the main disadvantage was limited access to technology, such as unstable internet or shared devices. Therefore, QuizWhizzer proved useful for vocabulary learning when supported by good planning and sufficient technology access.

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