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This study fostered grammar learning outcomes of tenth-grade students and handled technological inclusivity by using Quizizz paper mode, especially in understanding and using simple past and present perfect tense. This study utilized four stages of classroom action research encompassing planning, implementation, observation and evaluation, and reflection, the researchers used pre-tests, post-tests, and questionnaires for collecting the data. The outcomes unveiled a substantial improvement in students' learning from 66.50 to 89.50. Furthermore, students displayed favorable reactions, affirming the power of Quizizz paper mode in addressing challenges in grammar learning due to its engaging nature, cost-effectiveness, and provision of real-time feedback. Additionally, it fostered inclusivity by allowing every student to participate, irrespective of their access to technology. Moreover, it allowed students to rest their eyes on electronic devices while combining physical and digital learning experiences. The findings of this study suggest that integrating technology-based platforms like Quizizz paper mode can enhance grammar mastery by promoting increased engagement and interactivity among students. based on those results, it is recommended that future researchers explore Quizizz paper mode for teaching various grammar topics or language skills by applying larger sample sizes and examining the prolonged impacts of this tool on students' mastery of grammar or other language skills.

This study aims at seeing process freshmen of English Department students at Balitar Islamic University improve their English speaking proficiency implementing communicative approach as the teaching teachniques. This study implemented classroom action research, and was conducted for one semester in the academic year 2014/2015. Improvements were focused on fluency, accuracy and cohesiveness involving 26 subjects. Conducted in two cycles that succesviley involved research procedures on planning, acting, observing, and reflection, this study revealed the following findings. First, speaking fluency of the learners increases from 65% in the first cycle into 85% in the second cycle. Second, speaking accuracy improves from 68% in the first cycle into 88% in the second cycle. Third, cohesiveness of uttarences imoproves from 70% in the first cycle into 86% in the sevond cycle.