COMPARISON OF WORDWALL AND QUIZIZZ MEDIA IN LEARNING TO WRITE OBSERVATION REPORT TEXTS FOR GRADE X VOCATIONAL HIGH SCHOOL STUDENTS

Abstract

This study was motivated by the limited variation of digital learning media used to support the writing skills of observation report texts among grade X vocational high school (SMK) students. A within-subject design was employed because it controls for between-subject variability by comparing the performance of the same group of students under two treatment conditions, making it more efficient for a limited sample size. Wordwall and Quizizz were selected because both are widely used gamification-based media in Indonesian language learning, yet differ in their interactive characteristics, making it relevant to compare their contribution to writing learning outcomes. This study aims to determine the difference in students' writing learning outcomes after the implementation of both media within the same group of students. The sample consisted of 31 grade X SMK students determined through purposive sampling. The research instrument was a writing assessment rubric covering five aspects: content and information, text structure, language conventions, vocabulary, and writing mechanics. Data were analyzed using the Wilcoxon signed-rank test, as the data did not meet the normality assumption based on the Shapiro-Wilk test (Sig. Test A = 0.020; Sig. Test B = 0.000). The results showed a mean score of 99.48 for Test A (Wordwall) and 88.16 for Test B (Quizizz), with the Wilcoxon test yielding an Asymp. Sig. (2-tailed) of 0.000 < 0.05, indicating a significant difference between the outcomes of the two treatments. The very high mean and small variance of Test A indicate a ceiling effect, in which the instrument's difficulty level was relatively lower than the students' ability, thereby limiting room for score improvement; consequently, this difference cannot be interpreted as evidence of one medium's superiority over the other, given that the study did not include a control group or pretest measurement. Although scores declined on Test B, 87.1% of students remained in the good to excellent category, indicating that both media were equally able to maintain an adequate level of students' writing competence. These findings carry practical implications for Indonesian language teachers in vocational schools to align the difficulty level of evaluation instruments with students' initial abilities and to use gamification-based media variedly and continuously to sustain students' writing motivation.