The Effect of Kahoot! Software on Students’ Vocabulary Mastery for Elementary Students: A Literature Study
(1) Universitas Islam Syekh Yusuf
(2) Universitas Islam Syekh Yusuf
(*) Corresponding Author
Abstract
Kahoot! is a game-based learning (GBL) platform and used to know students’ knowledge, for formative assessment or as a break from traditional and monotonous classroom activities. The aim of this research was to investigated whether there is students’ positive perspective and significant effect after used of Kahoot! on students’ vocabulary mastery for elementary students. Many studies have been published on the effect of using Kahoot! in the classroom activities. This research presents the result of a literature review on the effect of using Kahoot! for learning, specifically on students’ perspective and learning process. The literature review includes 220 studies, but it’s including duplicated journals that did not match with the inclusion criteria were excluded. The 15 studies used and found out that after the use of Kahoot! students’ and teachers have a positive perspective and it shows the significant effect on learning vocabulary mastery. However, there are also some studies where the use of Kahoot! Has little or no significant effect. The most challenges mentioned by students’ commonly the technical issue such as unreliable internet connection, stressful time pressure when they try to find the answers some students’ have failing quiz experience and teachers’ find it challenging to deal and work together with the technology.
Keywords
Full Text:
PDFReferences
Agustina, N. H. (2015). Learnign by Reading Novels: to Develop Students Class 10-12 Ability In Mastering Vocabularies. TEFLIN International Conference, 52–57. https://www.academia.edu/42786076/Learning_By_Reading_Novels_To_Develop_Students_Class_10_12_Ability_In_Mastering_Vocabularies
Alqahtani, M. (2015). The Importance Of Vocabulary In Language Learning And How To Be Taught. International Journal of Teaching and Education, 3(3). https://doi.org/DOI: 10.20472/TE.2015.3.3.002.
Asmalı, M. (2020). Integrating Technology Into ESP Classes: Use Of Student Respon System In English For Specific Purposes Instruction. Teaching English with Technology.
Barnes, R. (2017). Kahoot! in the Classroom: Student Engagement Technique. Nurse Educator, 42(6). https://doi.org/doi: 10.1097/NNE.0000000000000419.
Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: the Students’ Perspectives. Conference: Proceedings of the 3rd English Language and Literature International Conference, ELLiC. https://doi.org/DOI:10.4108/eai.27-4-2019.2285331.
Bicen, H. (2018). Perceptions of Students for Gamification Approach: Kahoot as a Case Study. Computer and Education. https://doi.org/https://doi.org/10.3991/ijet.v13i02.7467
Bicen, H., & Kocakoyun, S. (2018). Perceptions of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning, 13(2), 72. https://doi.org/https://doi.org/10.3991/ijet.v13i02.7467
Boulaid, F., & Moubtassime, M. (2019). Investigating the Role of Kahoot in the Enhancement of English Vocabulary among Moroccan University Students : English Department as a Case Study. International Journal of Innovation and Applied Studies, 27(3), 797–808.
Çetin, H. S. (2018). Implementation of the Digital Assessment Tool ‘Kahoot!’ in Elementary School. International Technology and Education Journal, 2(1). http://itejournal.com/
Dakhi, S. (2019). The Principles and the Teaching of English Vocabulary: A Review. Journal of English Teaching, 5(1). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3378646
Dickinson, P. (2018). In Kahoots : Learning Vocabulary with Learner-created Quizzes. January, 2015.
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, 10(1), 87–105. https://doi.org/10.23971/jefl.v10i1.1670
Harris, D. (2020). Literature Review and Research Design. Routledge.
Isnaniah, Sudarmaji, I., & Agustina, H. N. (2019). Using THE JAKARTA POST Article As Media To Increase Students‟ Vocabulary In Speaking Classroom. ELTLT International Conference Proceedings, 1–7. file:///C:/Users/user/Downloads/17-Article Text-379-1-10-20200409.pdf
Karimovna, S. K., & Dinara, I. (2019). The importance of vocabulary in language learning process. International Conference on World Science and Education, 4.
Kartiningrum, E. D. (2015). Panduan Penyusunan Studi Literatur. LPPM Poltekkes Majapahit.
Kurniawan, A. N., & Sain. (2019). “How Difficult English Is!”(An Attitude In Learning English For Non-English Students). Jurnal Pendidikan & Konseling, 2(1), 65–86. https://doi.org/https://doi.org/10.46963/mash.v2i1.26
Lee, C.-C., Hao, Y., Lee, K. S., Sim, S. C., & Huang, C.-C. (2018). Investigation of the Effects of an Online Instant Response System on Students in a Middle School of a Rural Area. Computers in Human Behavior. https://doi.org/DOI: 10.1016/j.chb.2018.11.034.
Licorish, S. A. (2018). Students’perception of Kahoot!’s influenceon teaching and learning. Research and Practice in Technology Enhanced Learning, 13(9), 2 of 23. https://doi.org/https://doi.org/10.1186/s41039-018-0078-8
Licorish, S. A., Owen, H., Daniel, B. K., & George, J. L. (2019). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1). https://doi.org/10.1186/s41039-018-0078-8
Liu, X., & Wang, L.-C. C. (2017). Motivation, Learning Strategies, and Language Competency in a Technology Facilitated Chinese as a Second Language Classroom. Chinese Language Teaching Methodology and Technology, 1(2).
Masoud, M. M. A., Aldahami, S. A., & Aljehani, W. M. A. (2020). the Effect of Using Kahoot! Web-Based Learning on Efl Secondary Students’Vocabulary Learning. Educational Research International, 9(1), 9–20.
McKay, S. L. (2018). English As an International Language: What It Is and What It Means For Pedagogy. RELC, 1–15. https://doi.org/https://doi.org/10.1177/003368821773881
Misbah, N. H., Mohammad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the Factors Contributing to Students’ Difficulties in the English Language Learning. Scientific Research an Academic Publisher, 8(13). https://doi.org/DOI: 10.4236/ce.2017.813136.
Mufida, S. (2015). Kebermaknaan hidup pemain sepak bola Arema.
Noampoerani, R. S. (2018). Hubungan Psikospiritual dengan Kualitas Hidup Klien Kanker : LITERATUR REVIEW. http://repository.umy.ac.id/handle/123456789/25114
Plump, & LaRosa, J. (2017). Using Kahoot! In the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novice. Management Teaching Review, 151–158. https://doi.org/https://doi.org/10.1177/2379298116689783
Putri, A. R. (2019). The Effectiveness of Using Kahoot Game to Improve Students’ Vocabulary Comprehension. 96.
Putri, N. S. (2019). Kahoot Application in English Language Teaching (ELT) Context: An Alternative Learning Strategy. Journal of English Language Studies, 1(1), 11–15. http://ojs.journal.unilak.ac.id/index.php/elsya
Quiroz, M. F., Gutiérrez, R., Rocha, F., Valenzuela, M. P., & Vilches, C. (2018). Improving English Vocabulary Learning Through Kahoot!: A Quasi-Experimental High School Experience. Teaching English with Technology.
Rahayu, N. (2015). An Ananlysis Of Students’ Problems In Speaking English Daily Language Program At Husnul Khotimah Islamic Boarding School.
Schmitt, N., Cobb, T., Horst, M., & Schmitt, D. (2015). How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007). Language Teaching, 1–15. https://doi.org/10.1017/S0261444815000075
Sharma, S. A., & Unger, S. (2016). Employing Web 2.0 Technologies to Support Students’ Academic Vocabulary Acquisition. Computer and Education. https://www.researchgate.net/publication/303751529_Employing_Web_20_Technologies_to_Support_Students’_Academic_Vocabulary_Acquisition
Sukowati, & Sartono, E. K. E. (2020). The Implementation of Kahoot! (A Game-Based Student Response System): A Tool Used in Improving Learning Motivation of Elementary School Students. Association for Computing Machinery, 275–278. https://doi.org/DOI: https://doi.org/10.1145/3377571.3377620
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
Wichadee, S. (2018). Enchanment Of Performance and Motivation Through Application Of Digital games In An English Language Class. Teaching English with Technology.
Yiing, L. Y., & Mahamod, Z. (2021). The Effectiveness of Kahoot on Primary School Pupils’ Achievement in Learning Malay Language Vocabulary. Jurnal Pendidikan, 3(1), 90–101. http://myjms.mohe.gov.my/index.php/jdpd/article/view/12559/6279
Zarzycka-Piskorz, E. (2018). Kahoot! It or Not? Can Games Be Motivating In Learning Grammar? Teaching English with Technology. Zhang, Qi & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies. https://link.springer.com/article/10.1007/s10639-021-10459-6
Article Metrics
Abstract view : 1005 times | PDF view : 230 timesRefbacks
- There are currently no refbacks.
Copyright (c) 2022 Isnaniah Isnaniah, Nur Hasanah Lutfi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Editorial Office
Journal of Excellence in English Language Education (JoEELE), Faculty of Languages and Literature Universitas Negeri Makassar
| Jalan Malengkeri Raya, Makassar, 90224 Kampus UNM Parangtambung, Indonesia | ||||
 | joeele@unm.ac.id | ||||
 | https://ojs.unm.ac.id/JoEELE/index | ||||
 | 081353988845 (Chief Editor) | ||||
JoEELE is Indexed by Google Scholar and Cross Reference
Address: Department of English Language Office, DC Building, UNM Parangtambung Campus, Daeng Tata Raya Street, Makassar, South Sulawesi, Indonesia