Improving Students' Learning Motivation through the Implementation of Active Quiz at the Ninth Grade of SMP IT Hamid Hamka

Abstract

This study aimed to investigate the effectiveness of the Active Quiz strategy in improving students’ learning motivation in English at the ninth grade of SMP IT Hamid Hamka. The research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, involving four stages: planning, acting, observing, and reflecting. The participants were 28 ninth-grade students. Data were collected through classroom observations, semi-structured interviews, and documentation. The findings showed that the implementation of the Active Quiz through the Running Quiz Game created a more interactive and student-centered learning environment. Students demonstrated greater participation, confidence, and enthusiasm during English lessons. Observation results indicated that most students actively participated in classroom activities and showed increased motivation throughout the learning process. Interview findings also revealed that students perceived the learning activities as enjoyable, engaging, and supportive of collaboration with their peers. It can be concluded that the Active Quiz strategy effectively improved students’ learning motivation and promoted active participation in English learning.