GAMIFYING MULTIPLE CHOICE USING ZEP QUIZ TO TEACH VOCABULARY ON SENIOR HIGH SCHOOL STUDENTS

Abstrak

This study investigates the use of gamified multiple-choice questions through ZEP Quiz in teaching vocabulary, particularly word classes, to senior high school students. The study employed a qualitative research approach using classroom observation and semi-structured interviews as the main instruments. An observation checklist was used to capture classroom interaction and student learning behavior during the implementation of the gamified activity, while interviews were conducted to explore students’ perceptions of the learning experience. The findings indicate that the use of ZEP Quiz created an engaging and motivating learning environment. Classroom observation showed that students demonstrated enthusiasm, active participation, collaboration, and strong interest in the gamified activity, especially in response to game elements such as points, leaderboards, and time challenges. Interview data further revealed that students perceived the gamified quiz as enjoyable and motivating, which encouraged them to participate more actively in vocabulary learning. However, the findings also reveal that high levels of engagement did not consistently result in accurate identification of word classes. Observation data showed that some students experienced difficulty in applying vocabulary concepts during the activity, while interview responses indicated that time pressure and competition sometimes distracted them from focusing on linguistic accuracy. In addition, the absence of structured post-activity reflection limited opportunities for students to consolidate their understanding of vocabulary concepts. Overall, the study concludes that while gamified multiple-choice activities using ZEP Quiz are effective in enhancing motivation and classroom engagement, they should be complemented with explicit instruction and reflective follow-up activities to support deeper vocabulary learning.