The Effect of Kahoot! Game in Teaching Reading Comprehension Achievement
Abstract
Kahoot! Game is one of the advancements in learning technology. It can facilitate and motivate the students for being active and understanding the content of the text. This study aimed to find out whether there is or not any significant difference between the students who are taught by using Kahoot! Game and the students who are taught by using conventional game and to find out the impact of using Kahoot!. Altogether in this study, the writer used mixed-method and explanatory sequential mixed method design which involving 39 students of the fourth-semester students of English Education Program of STKIP Nurul Huda by using reading comprehension test for quantitative data and observation, questionnaire, and interview for qualitative data. The findings were the effect of Kahoot! Game in teaching reading comprehension achievement is a very high impact on engagement, perception and motivation, and positive attitude. It influenced students’ reading comprehension achievement. Therefore, it can be concluded that by using Kahoot! Game with high engagement, perception, motivation, and positive attitude of the students can influence their reading comprehension achievement.
References
Chiang, H.-H. (2020). Kahoot! in an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33–44. https://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.
Creswell, J. W. (2014). Research Design : Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications, Inc.
Creswell, J. W., & Clark, V. L. P. (2006). Designing and Conducting Mixed Methods Research (1st ed.). Thousand Oaks, Calif. : SAGE Publications.
Golubeva, D. (2018, September 21). Kahoot! for schools: make learning awesome together! Kahoot! https://kahoot.com/blog/2018/09/21/introducing-kahoot-pro-for-schools/
Gündüz, A. Y., & Akkoyunlu, B. (2020). The Gamification Tool for the Classroom Response Systems: Kahoot! Hacettepe University Journal of Education (H. Ü. Eğitim Fakültesi Dergisi), 35(3), 480–488. https://doi.org/10.16986/HUJE.2019052870
Hariharasudan, A., & Kot, S. (2018). A Scoping Review on Digital English and Education 4.0 for Industry 4.0. Social Sciences, 7(11), 1–13. https://doi.org/10.3390/socsci7110227
Hussin, A. A. (2018). Education 4.0 Made Simple: Ideas For Teaching. International Journal of Education & Literacy Studies, 6(1), 92–98. https://doi.org/10.7575/aiac.ijels.v.6n.3p.92
Iona, J. (2017). Kahoot. The School Librarian, 65(2), 84. https://eprints.mdx.ac.uk/22040/1/Kahoot_Review_in_TSL-82-86 JIona.pdf
Klingner, J. K., Vaughn, S., & Boardman, A. (2007). Teaching Reading Comprehension to Students with Learning Difficulties (1st ed.). The Guilford Press. https://books.google.co.id/books?id=_Z2pAwAAQBAJ&source=gbs_similarbooks
Kuspiyah, H. R. (2016). Analysis on the Use of Slang on Eminem’s Lyrics. Channing: Journal of English Language Education and Literature, 1(1), 51–64. https://doi.org/https://doi.org/10.30599/channing.v1i1.32
Licorish, S. A., George, J. L., Owen, H. E., & Daniel, B. (2017). “Go kahoot!” Enriching Classroom Engagement, Motivation and Learning Experience with Games. Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings, 755–764.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ Perception of Kahoot!’s Influence on Teaching and Learning. Research and Practice in Technology Enhanced Learning, 13(9), 1–23. https://doi.org/10.1186/s41039-018-0078-8
Lin, D. T. A., Ganapathy, M., & Kaur, M. (2018). Kahoot! It: Gamification in Higher Education. Pertanika Journal of Social Sciences and Humanities, 26(1), 565–582.
Mohd Muhridza, N. H., Mohd Rosli, N. A., Sirri, A., & Abdul Samad, A. (2018). Using Game-based Technology, Kahoot! for Classroom Engagement. LSP International Journal, 5(2), 37–48. https://doi.org/10.11113/lspi.v5n2.77
OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. Paris. https://doi.org/10.1787/5f07c754-en
Pardede, P. (2019). Mixed Methods Research Designs in EFL. In Pardede, P. (Ed.), Proceeding. EFL Theory & Practice: Voice of EED UKI. Jakarta: UKI Press, pp. 230-243. In Parlindungan Pardede (Ed.), Proceeding of EED Collegiate Forum 2015-2018 (pp. 230–243). UKI Press.
Powers, D. E. (2010). The Case for a Comprehensive, Four-Skills Assessment of English-Language Proficiency. https://doi.org/RDC-14
Sandelowski, M. (2000). Focus on Research Methods Whatever Happened to Qualitative Description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G
Wang, A. I. (2015). The Wear Out Effect of a Game-based Student Response System. Computers and Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004
Wang, A. I., & Lieberoth, A. (2016). The Effect of Points and Audio on Concentration, Engagement, Enjoyment, Learning, Motivation, and Classroom Dynamics Using Kahoot! In T. Connolly & L. Boyle (Eds.), Proceedings of the European Conference on Games-based Learning (pp. 738–748). Academic Conferences and Publishing International Limited.
Wang, A. I., & Tahir, R. (2020). The Effect of Using Kahoot! for learning – A literature Review. Computers and Education, 149, 1–22. https://doi.org/10.1016/j.compedu.2020.103818
Yürük, N. (2019). Edutainment: Using Kahoot! As A Review Activity in Foreign Language Classrooms. Journal of Educational Technology and Online Learning, 2(2), 89–101. https://doi.org/10.31681/jetol.557518
- View 1357 times Download 1357 times pdf
Copyright (c) 2021 JET (Journal of English Teaching)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
