THE APPLICATION OF GAMIFIED VOCABULARY LEARNING THROUGH KAHOOT FOR JUNIOR HIGH SCHOOL 3 LINTANG KANAN
DOI:
https://doi.org/10.31851/wfjk4028Keywords:
EFL vocabulary, Gamification, Kahoot, Quantitative experiment, Vocabulary masteryAbstract
This study examined the effectiveness of Kahoot-based gamified vocabulary learning in improving the vocabulary mastery of eighth-grade students at SMP Negeri 3 Lintang Kanan. It investigated students' vocabulary achievement before and after instruction, compared the performance of the experimental and control groups, and evaluated Kahoot's contribution as an interactive learning medium. A quantitative experimental design was employed involving 50 students from classes VIII.B and VIII.C, assigned to experimental and control groups. Data were collected using multiple-choice vocabulary pre-tests and post-tests. Instrument reliability was assessed using Cronbach's Alpha, and the data were analyzed with SPSS version 26. The results revealed that the experimental group outperformed the control group, achieving a higher post-test mean score (88.28 vs. 80.92). The Mann-Whitney U test indicated a significant difference between the groups (p = .021), while the Wilcoxon tests confirmed significant improvement within both groups, with greater gains in the Kahoot-treated class. These findings suggest that Kahoot effectively enhances vocabulary learning by promoting active participation, immediate feedback, and learning motivation through game-based activities. The study provides practical evidence from a rural junior high school context, demonstrating that gamified digital learning can support English vocabulary instruction where technology integration remains a developing educational practice.
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