ENHANCING GRAMMAR LEARNING: IMPLEMENTING KAHOOT AS AN EVALUATION TOOL IN INDONESIAN HIGH SCHOOLS
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Abstract
This study explores the implementation of Kahoot as an evaluation tool to enhance grammar learning, identify its benefits and challenges, and assess student responses. Using a qualitative case study design, data were collected through classroom observations, interviews, and questionnaires involving an English teacher and 27 high school students in Medan. Thematic analysis revealed that Kahoot effectively improves grammar understanding, increases student motivation and interaction, and is user-friendly. Despite some technical challenges, the majority of students responded positively. The study recommends broader adoption of Kahoot in educational settings to enrich the learning experience.Keywords: Evaluation; implementation; Kahoot; teaching English grammar.
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References
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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology; In qualittaive research in psychology. Uwe Bristol, 3(2), 77–101. https://psychology.ukzn.ac.za/?mdocs-file=1176
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Dashtestani, R. (2013). Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances. Jalt Call Journal, 9(2), 149–168.
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Primary, M. A., Emilia, E., & Sukyadi, D. (2023). Program evaluation of English language learning for EYL curriculum development in Indonesia: teachers’ perception, challenges, and expectation. Journal on English as a Foreign Language, 13(1), 314–338. https://doi.org/10.23971/jefl.v13i1.6068
Putri, D. A., & Arifmiboy. (2021). KAHOOT APPLICATION FOR GRAMMAR AND READING COMPREHENSION TESTING : DESIGNING , DEVELOPING , AND VALIDATING. JOURNAL OF ENGLISH LANGUAGE PEDAGOGY, 6(2), 36–49.
Romualdi, K. B., Sudrajat, A., & Aman. (2023). Development of Genially Interactive Multimedia on Materials for the National Movement Organization for Middle School Students. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1166–1180. https://doi.org/10.35445/alishlah.v15i2.3139
Rosyidi, A. A. (2020). The Implementation of Kahoot As Digital Assessment Tool in Structure Class of Parahikma Institute of Indonesia. English Education Journal, Assesment Tool, 1–21. http://eprints.unm.ac.id/17388/.
Ruiz, C. G. (2021). The effect of integrating Kahoot ! and peer instruction in the Spanish flipped classroom : the student perspective The e ff ect of integrating Kahoot ! and peer instruction in the. Journal of Spanish Language Teaching, 00(1), 1–16. https://doi.org/10.1080/23247797.2021.1913832
Salmiah, M., & Fitriyani. (2022). The University Students’ Anxiety in Learning English Grammar. English Education : English Journal for Teaching and Learning, 10(01), 82–93. https://doi.org/10.24952/ee.v10i01.5658
Sari, E. R. N. (2022). Utilization of Kahoot! As an English Learning Media. Jurnal Ilmiah Wahana Pendidikan, 8(23), 128–135. https://doi.org/10.5281/zenodo.7388390
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D (19th ed.). Alfabeta. https://digilib.stekom.ac.id/ebook/view/METODE-PENELITIAN-KUANTITATIF-KUALITATIF-DAN-RND
Zarzycka-Piskorz, E. (2016). Kahoot it or not?: Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17–36.
Zulham, A. W. (2021). Kajian Pemanfaatan Aplikasi Kahoot ! Dalam Meningkatkan Minat Dan Semangat Belajar Siswa. Jurnal Ilmiah Mahasiswa Pendidikan [JIMEDU], 1(4), 1–8.
Amaliah, D. (2020). STUDENTS’ PERCEPTIONS ON MOBILE APPLICATION ‘HELLO ENGLISH’ AS MEDIA TO ENHANCE ENGLISH GRAMMAR (2). 2.
Andriani, A., Yuniar, V. D., & Abdullah, F. (2021). Teaching English Grammar in an Indonesian Junior High School. AL-ISHLAH: Jurnal Pendidikan, 13(2), 1046–1056. https://doi.org/10.35445/alishlah.v13i2.956
Asmara, M. A., Nurlia, Sari, D. F., Asrijal, A., & Muafiqie, H. (2023). Analysis of Supporting Factors for Payment Technology Utilization in MSMEs using Technology Acceptance Model (TAM) Method. Journal of Applied Science, Engineering, Technology, and Education, 5(2), 256–264. https://doi.org/10.35877/454ri.asci2396
Barus, I. R. G., & Soedewo, T. (2013). PENGGUNAAN MEDIA KAHOOT! DALAM PEMBELAJARAN STRUKTUR BAHASA INGGRIS. In TEKNOLOGI TERAPAN BERBASIS KEARIFAN LOKAL.
Baszuk, P. A., & Heath, M. L. (2020). Using Kahoot ! to increase exam scores and engagement. Journal of Education for Business, 0(0), 1–5. https://doi.org/10.1080/08832323.2019.1707752
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology; In qualittaive research in psychology. Uwe Bristol, 3(2), 77–101. https://psychology.ukzn.ac.za/?mdocs-file=1176
Chang, S.-C. (2011). A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar. English Language Teaching, 4(2), 13. https://doi.org/10.5539/elt.v4n2p13
Christou, P. A. (2023). How to use thematic analysis in qualitative research. Journal of Qualitative Research in Tourism, 3(2), 79–95. https://doi.org/10.4337/jqrt.2023.0006
Dashtestani, R. (2013). Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances. Jalt Call Journal, 9(2), 149–168.
Hamdani, M. H., & Novita, D. (2021). The Effect of Using Kahoot Application To Teach Grammar Eighth Grade Students in Junior High School Pengaruh. Indonesian Journal of Cultural and Community Development Vol, 9(2), 1–10. https://ijccd.umsida.ac.id
Handayati, P., & Alhaleh, S. E. A. (2021). The Challenges and Prospect of Qualitative Research in Accounting. Proceedings of the 7th Regional Accounting Conference (KRA 2020), 173(May 2020). https://doi.org/10.2991/aebmr.k.210416.034
Hartanti, D. (2019). Meningkatkan Motivasi Belajar Siswa dengan Media Pembelajaran Interaktif Game Kahoot Berbasis Hypermedia. Prosiding Seminar Nasional, 1(1), 78–85. https://jurnal.ustjogja.ac.id/index.php/snpep2019/article/view/5631
Hidayat, I., Supriani, A., Setiawan, A., & Lubis, A. (2023). Implemantasi Aplikasi Kahoot sebagai Media Pembelajaran Interaktif dengan Siswa SMP Negeri 1 Kunto Darussalam. Journal on Education, 06(01), 6933–6942.
Lisnani, & Emmanuel, G. (2020). Analisis Penggunaan Aplikasi KAHOOT dalam Pembelajaran IPA. Jurnal IPA & Pembelajaran IPA, 4(2), 155–167. https://doi.org/10.24815/jipi.v4i2.16018
Luo, Z., Tan, X., He, M., & Wu, X. (2023). The seewo interactive whiteboard (IWB) for ESL teaching: How useful it is? Heliyon, 9(10), e20424. https://doi.org/10.1016/j.heliyon.2023.e20424
Ma’ruf, A., & Alfurqan, A. (2022). Analisis Penggunaan Aplikasi Kahoot sebagai Digital Game Based Learning dalam Evaluasi Pembelajaran PAI di SMA Negeri 2 Padang. As-Sabiqun, 4(5), 1276–1287. https://doi.org/10.36088/assabiqun.v4i5.2238
Musdalifah, BteAbdul, N., & Saiful. (2018). USING KAHOOT WEBSITE IN LEARNING GRAMMAR : Journal of Computer Interaction in Education, 1(2), 161–167. https://ojs.fkip.unismuh.ac.id/index.php/JCIE/index
Nurlaela, & Nawir, S. M. (2020). The Implementation of Kahoot in Improving Students ’ Tenses Understanding in Higher Education. International Journal for Educational and Vocational Studies, 2(11), 908–913.
Paramastuty, R., & Fauzia, N. (2023). THE USE OF KAHOOT AS A LEARNING TOOL IN LEARNING CAUSE AND EFFECT CONJUNCTION FOR SENIOR HIGH SCHOOL STUDENTS. RETAIN (Research on English Language Teaching in Indonesia), 11(02), 15–22.
Prawira, R. P., & Mukhaiyar. (2020). THE USE OF “KAHOOT” (ONLINE QUIZ APPLICATION) IN TEACHING GRAMMAR FOR SECOND YEAR STUDENTS AT SMA PEMBANGUNAN LABORATORIUM UNP. Journal of English Language Teaching, 9(1), 390–401. http://ejournal.unp.ac.id/index.php/jelt
Primary, M. A., Emilia, E., & Sukyadi, D. (2023). Program evaluation of English language learning for EYL curriculum development in Indonesia: teachers’ perception, challenges, and expectation. Journal on English as a Foreign Language, 13(1), 314–338. https://doi.org/10.23971/jefl.v13i1.6068
Putri, D. A., & Arifmiboy. (2021). KAHOOT APPLICATION FOR GRAMMAR AND READING COMPREHENSION TESTING : DESIGNING , DEVELOPING , AND VALIDATING. JOURNAL OF ENGLISH LANGUAGE PEDAGOGY, 6(2), 36–49.
Romualdi, K. B., Sudrajat, A., & Aman. (2023). Development of Genially Interactive Multimedia on Materials for the National Movement Organization for Middle School Students. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1166–1180. https://doi.org/10.35445/alishlah.v15i2.3139
Rosyidi, A. A. (2020). The Implementation of Kahoot As Digital Assessment Tool in Structure Class of Parahikma Institute of Indonesia. English Education Journal, Assesment Tool, 1–21. http://eprints.unm.ac.id/17388/.
Ruiz, C. G. (2021). The effect of integrating Kahoot ! and peer instruction in the Spanish flipped classroom : the student perspective The e ff ect of integrating Kahoot ! and peer instruction in the. Journal of Spanish Language Teaching, 00(1), 1–16. https://doi.org/10.1080/23247797.2021.1913832
Salmiah, M., & Fitriyani. (2022). The University Students’ Anxiety in Learning English Grammar. English Education : English Journal for Teaching and Learning, 10(01), 82–93. https://doi.org/10.24952/ee.v10i01.5658
Sari, E. R. N. (2022). Utilization of Kahoot! As an English Learning Media. Jurnal Ilmiah Wahana Pendidikan, 8(23), 128–135. https://doi.org/10.5281/zenodo.7388390
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D (19th ed.). Alfabeta. https://digilib.stekom.ac.id/ebook/view/METODE-PENELITIAN-KUANTITATIF-KUALITATIF-DAN-RND
Zarzycka-Piskorz, E. (2016). Kahoot it or not?: Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17–36.
Zulham, A. W. (2021). Kajian Pemanfaatan Aplikasi Kahoot ! Dalam Meningkatkan Minat Dan Semangat Belajar Siswa. Jurnal Ilmiah Mahasiswa Pendidikan [JIMEDU], 1(4), 1–8.