The Effectiveness of Fun Game Kahoot as A Media in the Teaching of Vocabulary

Antika Mega Mawarni, Suwandi -, Dias Andris Susanto

Abstract


This research aims to know the significant difference of using fun game Kahoot to students in learning the vocabulary mastery of Senior High School. The objectives of the study are; (1) to find out the students’ ability in vocabulary who were taught with fun game Kahoot (2) to find out the students’ ability in vocabulary who were taught without fun game Kahoot (3) to find out the significant difference on vocabulary mastery of the eleventh-grade students who were taught using fun game Kahoot and who were taught without using fun game Kahoot. This research was going through quasi-experimental design consisted of two classes. 36 XI MIPA 4 and 35 XI MIPA 3 of SMAN 1 Boja in the academic year 2021/2022 was taken as the sample. The instrument was valid and reliable, the difficulty level was categorized as a medium, and the discriminating power was organized well. It can be known by the result of data. The researchers using SPSS in this research. The data collected were analyzed using a t-test. It was found that the students’ ability to learn vocabulary taught with fun game Kahoot was improved. The student's ability to learn vocabulary that was taught without fun game Kahoot was poor. The value of the t-test was higher than the t-table (20, 04>1, 67). It means teaching vocabulary using the fun game Kahoot was effective. At last, the paper proposed suggestions for teachers to using fun game Kahoot in teaching vocabulary.
Keywords: Fun Game Kahoot, vocabulary, effectiveness


Full Text:

PDF

References


REFERENCES

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education.

Bicen, H., & Kocakoyun, Ş. (2018). Perceptions of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning (IJET), 13, 72. https://doi.org/10.3991/ijet.v13i02.7467

Creswell, J. (2013). Qualitative, quantitative, and mixed methods approaches. In Research design.

Crossley, S. A., Allen, D., & McNamara, D. S. (2012). Text simplification and comprehensible input: A case for an intuitive approach. Language Teaching Research.

Hadijah, H., Pratolo, B. W., & Rondiyah, R. (2020). Interactive game “Kahoot!” as the media of students’ vocabulary assessment. Journal on English as a Foreign Language. https://doi.org/10.23971/jefl.v10i1.1670

Hiebert, E. H., & Mesmer, H. A. E. (2013). Upping the Ante of Text Complexity in the Common Core State Standards: Examining Its Potential Impact on Young Readers. Educational Researcher, 42(1), 44–51. https://doi.org/10.3102/0013189X12459802

Huang, S. (2015). Mixed-Method Research on Learning Vocabulary through Technology Reveals Vocabulary Growth in Second-Grade Students. Reading Psychology, 36(1), 1–30. https://doi.org/10.1080/02702711.2013.808723

Khoshsima, H., Saed, A., & Yazdani, A. (2015). Instructional Games and Vocabulary Enhancement: Case of Iranian Pre-Intermediate EFL Learners. International Journal of Language and Linguistics, 3, 328–332. https://doi.org/10.11648/j.ijll.20150306.12

Sabandar, G. N. C., Supit, N. R., & Suryana, E. (2018). Kahoot!: Bring the Fun Into the Classroom! IJIE (Indonesian Journal of Informatics Education), 2(2), 127. https://doi.org/10.20961/ijie.v2i2.26244

Siegle, D. (2015). Technology: Learning Can Be Fun and Games. Gifted Child Today, 38, 192–197. https://doi.org/10.1177/1076217515583744

Susanti, S. (2017). Fun Activities in Teaching English by Using Kahoot! 2nd International Seminar on Education 2017 Empowering Local Wisdom on Education for Global Issue, 453–458.




DOI: http://dx.doi.org/10.30984/jeltis.v1i2.1630

Article Metrics

Abstract view : 181 times
PDF - 139 times

Refbacks

  • There are currently no refbacks.


Rumah Jurnal IAIN Manado

Jl. Dr. S.H. Sarundajang, Kawasan Ringroad I, Malendeng Manado Kode Pos 95128, Sulawesi Utara, Indonesia.

 

Creative Commons License