Responses of Eleventh Grade Students to the Gamified ZEP QUIZ in Teaching Reading Comprehension: A Quantitative Inquiry

Yudith Septrianto; Suhartono Suhartono; Ahmad Munir

doi:10.58421/gehu.v5i3.1559

DOI:

https://doi.org/10.58421/gehu.v5i3.1559

Authors

Yudith Septrianto Universitas Negeri Surabaya
Suhartono Suhartono Universitas Negeri Surabaya
Ahmad Munir Universitas Negeri Surabaya

Keywords:

Student Respond and Reading Comprehension, ZEP QUIZ

Abstract

Reading comprehension remains a challenge for many vocational high school students, particularly due to low motivation to learn and limited engagement in digital learning environments. In response to this issue, gamification has emerged as a potential strategy to enhance students’ participation and learning experiences. Therefore, this study aimed to evaluate eleventh-grade students’ responses toward the implementation of the ZEP QUIZ gamification platform in teaching reading comprehension. The research employed a descriptive, quantitative design using a single-point survey. Data were collected through a Likert-scale questionnaire administered to eleventh-grade students at a vocational high school and analyzed descriptively to identify students’ perceptions of the platform. The findings revealed that students demonstrated highly positive responses regarding motivation, engagement, and ease of use. The gamified features of ZEP QUIZ, particularly leaderboards and timers, were perceived as effective in increasing students’ focus, participation, and interest in comprehending argumentative texts. Overall, the results indicate that ZEP QUIZ provides an engaging and supportive learning environment that enhances students’ reading comprehension experiences in English language learning. The study concludes that ZEP QUIZ is an effective gamification-based instructional tool for improving student engagement and fostering positive learning experiences in vocational education.

Downloads

Download data is not yet available.

References

S. P. Hasanah and U., “Integrasi Teknologi Digital Dalam Pembelajaran Di Era Industri 4 . 0. 1,” vol. 42–54., 2018.

A. P. Idhamani, “Dampak Teknologi Informasi terhadap Minat Baca Siswa,” vol. 11, no. 1, pp. 35–41., 2020, [Online]. Available: https://doi.org/10.20885/unilib.Vol11.iss1.art4

S. V. Susilo, “Cooperative Learning Make A Match Dalam Pembelajaran Reading Comprehension Di Kelas Iv Sekolah Dasar,” J. Cakrawala Pendas, vol. 1, no. 1, 2015.

F. Firmadani, “Media Pembelajaran Berbasis Teknologi Sebagai Inovasi. ProsidingKonferensi Pendidikan Nasional “Strategi Dan Implementasi Pendidikan Karakter Pada Era Revolusi Industri 4.0,” pp. 93–97, 2010.

J. Martí-Parreño, D. Seguí-Mas, and E. Seguí-Mas, “Teachers’ attitude towards and actual use of gamification,” Procedia - Soc. Behav. Sci., vol. 228, p. 682–688., 2016, [Online]. Available: https://doi.org/10.1016/j.sbspro.2016.07.104

D. A. Pertiwi and P. Kalisa, “Game-based learning in EFL classrooms: Students’ perceptions and motivation through Zep Quiz,” Foster J. English Lang. Teaching, vol. 7, no. 2, 2025, [Online]. Available: https://doi.org/10.24256/foster-jelt.v7i2.384

A. D. Ramadhani and M. F. Sya, “Analisis isi modul ajar berbasis game-based learning: Pemanfaatan media AI Zep Quiz untuk meningkatkan pemahaman teks naratif,” Karimah Tauhid, vol. 4., no. 9, pp. 6980–6991, 2025, [Online]. Available: https://doi.org/10.30997/karimahtauhid.v4i9.20932

M. Sailer and L. Homner, “The gamification of learning: A meta-analysis,” Educ. Psychol. Rev., vol. 32, no. 1, pp. 77–112, 2020, [Online]. Available: https://doi.org/10.1007/s10648-019-09498-w

G. S. Gumilang, “Metode penelitian kualitatif dalam bidang bimbingan dan konseling.,” J. Fokus Konseling, vol. 2, no. 2, pp. 144–159., 2016, [Online]. Available: https://doi.org/10.26638/jfk.218.2099

N. Nana, I. Ibrahim, and A. Rahmat, “Formulation of research problems and their role in determining research direction in educational studies,” urnal Pendidik. dan Pembelajaran Indones., vol. 3, no. 1, pp. 45–54., 2023.

R. Nikmatur, “Proses penelitian, masalah, variabel, dan paradigma penelitian,” J. Hikmah, vol. 14, no. 1, pp. 62–70., 2017.

B. Nguyen-Viet, C. Nguyen-Duy, and B. Nguyen-Viet, “How does gamification affect learning effectiveness? The mediating roles of engagement, satisfaction, and intrinsic motivation,” Interact. Learn. Environ., vol. 33, no. 3, pp. 2635–2653., 2025.

R. M. Siregar, K. Kisno, S. Sherly, and T. S. Manalu, “On gamification and students’ reading ability in vocational high school,” Edukatif J. Ilmu Pendidikan, vol. 5, no. 1, pp. 209–220., 2023.

S. Wahyuning, “Pembelajaran IPA interaktif dengan game based learning,” J. Sains Edukatika Indones. (JSEI), vol. 4, no. 2, pp. 50–58, 2022.

F. Dahalan, N. Alias, and M. S. N. Shaharom, “Gamification and game-based learning for vocational education and training: A systematic literature review.,” Educ. Inf. Technol., vol. 28, no. 1, pp. 3157–3195., 2023, [Online]. Available: https://doi.org/10.1007/s10639-022-11548-w

M. I. Syahroni, “Prosedur penelitian kuantitatif.,” Al-Musthofa J. Educ. Lang. Teaching, vol. 2., no. 3, pp. 43–56., 2022.

H. F. Nasution, “Instrumen penelitian dan urgensinya dalam penelitian kuantitatif,” Al-Masharif J. Ilmu Ekon. dan Keislaman, vol. 4, no. 1, pp. 59–75., 2016, [Online]. Available: https://doi.org/10.24952/masharif.v4i1.721

D. ( Daruhadi, “Metode pengumpulan data dalam penelitian pendidikan dan sosial.,” J. Pendidik. dan Metodol. Penelitian, vol. 8, no. 1, pp. 15–27., 2024.

W. Budiaji, “Skala pengukuran dan jumlah respon skala Likert.,” J. Ilmu Pertan. dan Perikanan, vol. 2, no. 2, pp. 127–133., 2013.

E. Windarti, I. Indarwati, S. Sa’adah, S. Supriani, and A. R. Yusuf, “amification-based joyful learning: An analysis of the effectiveness of using Zep Quiz,” Maj. Ilm. UPI YPTK, vol. 32, no. 1, 2025.

A. A. Widyaningrum, D., Smaragdina, D. D. Rizky, Y. E. Ardiansyah, and F. A. M. Prasasti, “Meningkatkan motivasi belajar siswa menggunakan ZEP QUIZ pada pembelajaran informatika di SMP.,” Pendas J. Ilm. Pendidik. Dasar, vol. 10, no. 2, 2025, [Online]. Available: https://doi.org/10.23969/jp.v10i02.28792

D. R. Santoso, P. R. Tamara, C. A. Nabhila, A. W. Ningsih, G. D. Sujarwo, and N. L. Q. Fadlilah, “ZepQuiz game-based learning for improving students’ narrative reading skills,” Acad. Open, vol. 10, no. 1, 2025, [Online]. Available: https://doi.org/10.21070/acopen.10.2025.12792

M. Nurfajriah, N. A. Rahman, K. Meylani, A. R. Kaffila, and E. S. Bahriah, “The use of Zep Quiz as a digital quiz-based learning tool in teaching basic chemical laws on student learning motivation,” J. Beta Kim., vol. 6, no. 1, 2025, [Online]. Available: https://doi.org/10.35508/jbk.v6i1.27462

C. Triantafyllou, S. A., Georgiadis and T. Sapounidis, “Gamification in education and training: A literature review. International Review of Education,” Int. Rev. Educ., vol. 71, no. 1, pp. 483–517., 2025, [Online]. Available: https://doi.org/10.1007/s11159-024-10111-8

Z. Meng, C., Z. M., Pan, Q. Pan, and C. J. Bonk, “Investigating the impact of gamification components on online learners’ engagement,” Smart Learn. Environ., vol. 11, no. 47, pp. 1–23., 2024.