A TEACHER'S EXPERIENCE OF USING QUIZIZZ IN SENIOR HIGH SCHOOL ENGLISH LEARNING

Abstract

The integration of digital learning platforms has become increasingly important in English language teaching, particularly following the implementation of the Merdeka Curriculum in Indonesia. Among various educational technologies, Quizizz has been widely adopted to support classroom assessment and student engagement. However, studies exploring teachers' experiences in using Quizizz remain limited. Therefore, this study aimed to investigate an English teacher's experiences in using Quizizz in English language learning and to identify the factors influencing those experiences. This study employed a descriptive qualitative design involving one English teacher at a senior high school in South Sulawesi, Indonesia. Data were collected through classroom observations and semi-structured interviews and analyzed using the Miles and Huberman interactive model. The findings were interpreted using Morville's User Experience (UX) Honeycomb framework, focusing on five dimensions: usability, usefulness, desirability, value, and contextual accessibility. The results indicated that the teacher generally experienced Quizizz positively as an easy-to-use, useful, engaging, and valuable digital learning platform that supported classroom assessment and student participation. Nevertheless, the implementation of Quizizz was influenced by several factors, including teacher readiness, students' participation, classroom conditions, internet connectivity, and device availability. The findings suggest that successful integration of Quizizz depends not only on the platform's functionality but also on the technological and instructional context in which it is implemented. This study contributes to the application of the User Experience Honeycomb framework in English language teaching and provides practical insights into the effective use of digital learning platforms in classroom settings.