GAMIFIED ENGLISH INSTRUCTION MEDIATED BY KAHOOT! AT SENIOR HIGH SCHOOL: EVIDENCE FOR VOCABULARY GAINS

Doyfi Ibrahim Rizqi Mubarok(1), Mutiara Bilqis(2), David Imamyartha(3*),

(1) Jember University, Indonesia
(2) Jember University, Indonesia
(3) Scopus ID: 57208472540, WoS ID: AAE-7333-2021, Jember University, Indonesia
(*) Corresponding Author

Abstract


Learning vocabulary in a second or foreign language is necessary for effective communication. Because the process of memorizing vocabulary is boring and stressful for some high school students, they have poor vocabulary knowledge. This study is focused on investigating whether or not there is an effect of using Kahoot! on senior high school students' vocabulary achievement. This research was conducted in two classes, one of which was used as an experimental class, and the other was a control class. The duration of the treatment is two weeks, and the third week is to do a post-test. This research was carried out in one of the high schools in Jember City. To measure participants' achievement in vocabulary learning after the experiment, a vocabulary achievement test was developed by the researchers. To check the validity of the hypothesis, an independent sample t-test was run to determine the significant difference between the mean post-test score and the SPSS. The results of the study indicate that Kahoot is effective in improving the vocabulary learning of the experimental group.

Keywords


Kahoot!, experimental research, students’ vocabulary achievement

Full Text:

PDF

References


Afi., A., Tasnim, Z., & Fardhani, A. E. (2024). The effect of using Kahoot! application on junior high school students’ vocabulary achievement in Jember. EFL Education Journal, 11(2). 176-185. https://doi.org/10.19184/eej.v11i2.48073

Alawadhi, A., & Abu-Ayyash, E. A. (2021). Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 26(5), 3629-3658. https://doi.org/10.1007/s10639-020-10425-8

Almanar, M. A. (2019). Reviewing students’ vocabulary mastery by using Kahoot at Holmesglen partnering with the University of Muhammadiyah Tangerang. ACITYA Journal of Teaching & Education, 1(2), 78–87. https://doi.org/10.30650/ajte.v1i2.212

Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz, and Google Forms on the student's perception of the classrooms response system. Proceedings of International Conference on Digital Arts, Media, and Technology (ICDAMT), 178-182. https://doi.org/10.1109/ICDAMT.2017.7904957

Chiang, H. H. (2020). Kahoot! in an EFL reading class. Journal of Language Teaching and Research, 11(1), 33-44. http://dx.doi.org/10.17507/jltr.1101.05

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education, Inc.

Dianati, S., Nguyen, M., Dao, P., Iwashita, N., & Vasquez, C. (2020). Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus. Journal of University Teaching & Learning Practice, 17(5), 52-66. http://dx.doi.org/10.53761/1.17.5.4

Djiwandono, M. S. (1996). Tes bahasa dalam pengajaran. Bandung: ITB

Heaton, J. B. (1990). Writing English language test (3rd ed.). New York: Longman, Inc.

Husnah, L. A., Heriyawati, D.F., & Elfiyanto, S. (2023). Quizizz paper mode is new: Students’ perception of using e-tool of language assessment in EFL class. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics,10(2), 121-137. https://doi.org/10.22219/celtic.v10i2.28528

Imamyartha, D., Wahjuningsih, E., Puspa, A., Mitasari, M., Fitriyah, S. M., Hudori, R. F. A., Andayani, R., Tasnim, Z., Fardhani, A. E., Sundari, S., & Wijaputra, B. A. (2021). Employing blended literature circles to foster activating academic emotions of struggling readers. Indonesian Research Journal in Education (IRJE), 5(1), 293–310. https://doi.org/10.22437/irje.v5i1.9855

Irawan, A., Wilson, A., & Sutrisno, S. (2020). The implementation of Duolingo mobile application in English vocabulary learning. Scope: Journal of English Language Teaching, 5(1), 08. http://dx.doi.org/10.30998/scope.v5i1.6568

Ismail, M. A. A., Ahmad, A., Mohammad, J. A. M., Fakri, N. M. R. M., Nor, M. Z. M., & Pa, M. N. M. (2019). Using Kahoot! as a formative assessment tool in medical education: A phenomenological study. BMC Medical Education, 19(1), 1-8. https://doi.org/10.1186/s12909-019-1658-z

Iwamoto, D. H., Hargis, J., Taitano, E. J., & Vuong, K. (2017). analyzing the efficacy of the testing effect using Kahoot! on student performance. Turkish Online Journal of Distance Education, 18(2), 80-93.

Kapuler, D. 2015. Top 100 sites and apps of 2014. Tech & Learning, 35(6), 14-16.

Kingsley, T. L. & Grabner-Hagen, M.M. (2017). Vocabulary by gamification. The Reading Teacher, 71(5), 545-555. https://doi.org/10.1002/trtr.1645

Mansur, M., & Fadhilawati, D. (2019). Applying Kahoot to improve the senior high school students' vocabulary achievement. VELES: Voice of English Language Education Society, 3(2), 164-173. http://dx.doi.org/10.29408/veles.v3i2.1591

Ong, G. C., Maramara, S. E, Vacalares, T.S, & Zambas, D.M.K. (2019). Vocabulary skills development among students: An ethnograpy. Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies, Hong Kong.

Pratolo, B. W., & Lofti, T. M. (2021). Students’ perceptions toward the use of Kahoot! online game for learning English. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 276-284.

Roy, A. (2019). Technology in teaching and learning. International Journal of Innovation Education and Research, 7(4), 414-422. https://doi.org/10.31686/ijier.Vol7.Iss4.1433

Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795

Silsupur, B. (2017). Does using journal language games affect vocabulary learning in EFL class? Journal of Foreign Language Education and Tecnology, 2(1), 83-104.

Syahputri, R. H., & Solo, L. (2022). The effect of using Kahoot! Application on students' vocabulary. Dialectical Literature and Educational Journal, 7(1), 23-34. http://dx.doi.org/10.51714/dlejpancasakti.v7i1.76.pp.23-34

Tan, D. A. L., Lee, B. C., Ganapathy, M., & Kasuma, S. A. A. (2019). Language learning in the 21st century: Malaysian ESL students' perceptions of Kahoot!. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 55-71. http://dx.doi.org/10.4018/IJVPLE.2019070104

Wahyuni, S., Fardhani, A. E., & Imamyartha, D. (2024). Portrait of strategies to promote struggling readers’ engagement in junior high school. Wiralodra English Journal, 8(2), 96–110. https://doi.org/10.31943/wej.v8i2.313

Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning: A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818

Yeh, Y., & Wang, C. (2013). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal, 21(1), 131-144. http://dx.doi.org/10.1558/cj.v21i1.131-144

Zakaria, A., Ikhsanudin, I., Rahmani, E. F., Suhartono, L., & Sumarni, S.(2022). The effect of Quizlet live mode on students’ vocabulary mastery in procedure text. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 9(2), 274-289. https://doi.org/10.22219/celtic.v9i2.22657




DOI: https://doi.org/10.24071/ijiet.v9i1.10435

DOI (PDF): https://doi.org/10.24071/ijiet.v9i1.10435.g4497

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Doyfi Ibrahim Rizqi Mubarok, Mutiara Bilqis, David Imamyartha

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Indexed and abstracted in:

 


IJIET Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.


 


Creative Commons License

This work is licensed under CC BY-SA.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJIET DOI: https://doi.org/10.24071/ijiet

p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)

 

Flag Counter


IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.