INTRODUCTION
Since
Indonesian students have been introduced to English since they were at junior
high level, when they go to college they have studied English for more than
five years. However, an amazing fact about students’ ability in English was
found; most of students are not able to speak English when they join English
class at university level (Asvio, Arpinus, & Suharmon, 2017). As stated
previously, Indonesians students have studied English when they attend junior
high school. It means that they have learnt about four skills of English, they
are reading, listening, speaking, and writing. Based on this fact, the learning
output does not fit in the length of time taken for learning input. The similar
result also found in students’ writing skill. Many students find difficulty
when they are assigned to write English essay (Anita, 2012). They cannot
organize their ideas well, even they do not understand about English grammar
rules. As the result, most of them do not get good score in writing. In
addition, in reading comprehension, it is also revealed that the students
cannot comprehend the whole text given so that when it comes to answer the
questions based on the text, they cannot do it. After being analyzed, the
factor that causes that issue is because the students have lack of vocabulary (Saraswati, Dambayana, & Pratiwi, 2021). It is quite clear that unless mastering
vocabulary of foreign language, ones will not be able to comprehend or to
interpret the text in that language. Furthermore, in listening skill, a serious
matter also found. It turns out that many students do not have good listening
ability; it is hard for them to get any message after hearing audio in English (Hardiah, 2018). Based on these findings in the four skills of English, it is safe to say
that Indonesian students have serious problems in learning English and a
solution is needed to solve it.
It is known widely that every activity requires motivation
to make people being involved in finish it with good result. That statement
also prevails for learning English. The term motivation is defined by several
experts. Sunardi (2021) defines learning motivation as a driving from the
inside of students that can make them be serious in learning and at the end of
learning, they can obtain learning goals. In line with Sunardi, Gusman ,
Fitria, and Rohana (2021) advocate that motivation is one factors that plays
vital role for students in obtaining learning achievement. Unless having
motivation, the students will not be able to achive satisfying learning
outcomes because they do not have desire to give their best while learning.
Actually, the motivation itself can be categorized into
two groups, they are intrinsic motivation and extrinsic motivation (Riswanto & Aryani, 2017). Intrinsic motivation, the so-called motivation is
motivation that can make students achive the goals of learning for the sake of
goodness for themselves, for instance, they are triggered by a willingness to
be better in their academic life so that they can do more for their future. On
the contrary, extirinsic motivation is a drive that does not come from the
bottom of students’ heart; it comes from external factors such as from a
punishment, gift, and pressure from social life. A real example from extrinsic
motivation is suppose that there is a new student who attends an international
school. Previosly, in his former school, English is just spoken in English
class. However, in his new school, English is spoken in all classes. Since he
is not really good at English, he tries to practice English, wthether it is at
school or at home. He does not to be left behind by his friends. Based on this
example, the type of motivation to practice English belongs to extrinsic
motivation, especially because of school environment.
Based on explanation above, it is obvious that learning
motivation determines the success in learning English. Hence, one of the
reasons of why many students still do not have sufficient four English skills
is because of they have lack motivation in learning English. To get out of this
problem, a futher action is requires. To do so, English teacher can integrate
the use of technology in their class.
Ever since the world has been attacked by Corona Virus,
there is a lot of change in learning system. One of the them is the use of
technology and internet in the process of teaching and learning. Since schools
are moved to home, students are generally easy to get bored. As a response to
this phenomenon, many application developers are trying to design learning application
to accommodate students’ need. Online game applications become a trend in
language teaching and learning. One of popular online game applications is
Kahoot! It is a webtool that can be used as media quiz, discussion, and survey
in modern way (Faznur, Kherunnisa, & Sumardi, 2022). It is modern because
it has modern display that can have students’ attention so that they can
engange to the lesson (Perdana, Saragi, & Aribowo, 2020). What makes them
interested in the use of Kahoot as a learning media is it has colorful display
with features of pictures, sounds, and animations (Sakdah, Prastowo, &
Anas, 2022). Sakdah et al. also add that another benefit from using Kahoot is
it fits in today life style; it can be accessed by using smartphone, a tool to
do anything in this 4.0 revolution era. Compared to less modern media with the
no-internet connection, Kahoot is more superior definitely.
One thing that is highlighted from Kahoot is its function
as a media for game. Martison and Chu as quoted from Fachriyani & Syafe'i
(2018) advocate that if a teacher wants to make students to be more active and
more organizing in learning, using games is one of alternative methods. Apart
from those benefits, using games in classroom can activate students’ critical
thinking because they have to do and to solve cases and assigment integrated
into games (Fitriyadi & Wuryandani, 2021). Therefore, games are able to
stimulate students’ knowledge to be more critical.
Furthermore, games can involve students into an
intercation. Precisely, the type of interaction among students is a
competitiveness. During the competition, mostly students will do their best to
be the best ones (Cheung & Ng, 2021). Having a desire to be the champion
means that the students are motivated because it drives to achieve something.
In relation to this notion, game as a feature from Kahoot obviously in
potential in improving students’ motivation in learning English.
Several researches have proven that Kahoot is a good
trigger for unmotivated students. The first research is from Sabandar (2018).
She claims that Kahoot can be uses as a media for learning evaluation in form
of multiple choices questions and jumbled sentences. The use of Kahoot as an
evaluative media created competitive atmosphere which was so positive for
student. The second research is research conducted by Susanti (2017). She
argues that Kahoot is functioned as a media to test students’ understanding
about English in real time and the participants who can join the test is
unlimited so that it is regarded as an effective media to test students’
knowledge. The third research is from Kaur and Naderajan (2019). It turns out
students get amazing learning experiences after using using Kahoot and their
teacher reports that engagement between students and Kahoot is real. The fourth
relevant research comes from Nurlalela and Nawir (2020). It is revealed that
Kahoot can help students in improving student knowledge about the use of
English tenses; learning tenses which is judged as a boring activity with
traditional method becomes an interesting activity after the use of Kahoot in
learning English tenses. In line with Nurlalela and Nawir, Anandha, Anggraheni,
and Yogatama (2021) find the similar findings, i.e. Kahoot can drive students
with special needs to learn new vocabularies enthusiastically.
This paper also discusses about Kahoot. What
makes this paper difference is this paper is about students’ motivation after
being taught by using Kahoot. To be more precise, this paper aimed to answer
this research question: (1) how is students’ learning motivation in learning
English after being involved as partcipants in Kahoot? (2) how is English
teacher’s perception about the use Kahoot in teaching and learning?
METHOD
This research was a
mixed-method research. It is a research that carries out two research
approaches, namely quantitative approach and qualitative approach (Vebrianto, Thahir, Putriani, Mahartika, Aldeva, & Diniya, 2020). In addition, Timans,
Wouters, and Heilbron (2019) argue that mixed method research has a key word,
that is ‘combination’. In this case, the word combination refers to different
procedures used in the process of analyzing the data. The integration of
quantitative research and qualitative research design aimed to get rich insight
about what is being investigated (Dawadi, 2021).
There are several unique characteristics from
this research method (Vebrianto et al., 2020). Firstly, based on its
name, it involves more than one designs of research which is choosen based on
goal(s) of the research, data of the research, sources of data, and time to do
the research. Secondly, there are some actions taken in managing the
data. Since there are more than one designs, the the data are various so that
both of the data are combined. This process is called as merging. After
that, the merging of the data produce the new data. It is also known as building.
Then, the new data is embedded and it is also called as embedding. Thirdly,
there is a process called as combining data; qualitative and quantitative data
are combined. The last, researchers who use this method have a purpose
to get rich information about object being studied so that they use numbers and
description as the data. Furthermore, there are several isntruments that fit in
this research method, they are: test, questionnaire, interview, documentation,
and observation.
Respondents
Respondents involved in this study are
categorized into two groups. The first group of respondens are the second-grade
students of SMA N 1 Belitang. They were 43. All the respondents definitely had
experience in using Kahoots. The second group consists of one English teacher
who taught the second-grade students at SMA N I Belitang.
Instruments
There were two instruments applied, namely questionnaire and interview.
Questionnaire is a set of questions designed to get information about opinions
about certain object (Roopa & Rani, 2017). In in this case, it was designed
to obtain data about students’ motivation after experiencing Kahoot in learning
English in form of Likert scales. The questionnaires consist of 20 items and
they were derived from learning motivation indicators proposed by Gusman et
al., (2021) which can be grouped into five parts, they are: (1) attention; (2)
needs; (3) self-confidence; (4) appreciation sense; (5) achievement.
Meanwhile, interview is defined as a process giving some questions by
adressing them to the respondents individually (Adhabi & Anozie, 2017). It
was applied to get information about English teachers’ perceptions about Kahoot
that they have used during teaching and learning process. The kind of interview
used was semi-structured interview. It is an interview with prepared questions
and there is a possibility to emerge new questions based on respondents’
response to gain more detail information.
Data collection
procedures
To collect the data, the writer created the questionnaires on Google
forms application. After that, they were distributed to the students by giving
a short link. On the contrary, to get data about English teachers’ perception,
the interview was conducted personally. The writer asked all questions that had
been prepared to the
English teacher.
Data analysis
As stated previously, the questionaires were prepared in form
Likert Scales. There were 5 responses toward each item and each response has
point, they are: Strongly Agree (SA) = 5, Agree (A) = 4, Neutral (N) = 3,
Disagree (D) = 2, and Strongly Disagree (SD) = 1.
After the questionnaires were administered, the writer analyzed it to
obtain students’ motivation, whether it is high, fair, or low. The
categorization was determined based on the total score. The table below shows
categories and score range for each of the motivation category.
Table 1. Score range for motivation
categories
|
No.
|
Category
of Motivation
|
Score
Range
|
|
1
|
High
|
3.154
- 4.300
|
|
2
|
Fair
|
2.007
– 3.153
|
|
3
|
Low
|
860
– 2.006
|
To analyze the interview data, model of data analysis based
on Miles and Huberman was used. As cited from Rijali (2018), Miles and Huberman
proposes 4 stages of data analysis. The first stage is data displaying. It is a
process of displaying all the data; the recording and field notes from the
interview with English teachers are displayed. The next process is data
reduction. Based on its name, it is a process of making data more simple
through several ways: summarizing, grouping, and giving the code so that it
will be easy to analyze. In accordance to that definition, the transcription
from interview and field notes are summarized and grouped into the same topic
of questions. The last process is called as drawing the conclusion. It is drawn
by interpreting teachers’ perception from the interview.
RESULTS AND DISCUSSION
Finding 1
Students’
Motivation after Being Involved as Participants in Kahoot
The following table presents the the score of each item on
questionnaire after being administered to students.
Table
2. The score of each item on questionnaire
|
No
|
Statement
|
Score
|
|
1
|
After my teacher using Kahoot, learning English is more
enjoyable
|
185
|
|
2
|
I give more attention to the lesson after experiencing Kahoot
compared to past time when my English teacher did not use Kahoot yet
|
173
|
|
3
|
I don’t want to miss one single thing from my teacher
explanation and what is being discussed after experiencing Kahoot
|
177
|
|
4
|
Nothing can distract me during English lesson, especially while
playing games on Kahoot.
|
181
|
|
5
|
Kahoot is able to accommodate what I need for English lessons
|
183
|
|
6
|
Kahoot drives me to study English seriously
|
175
|
|
7
|
Kahoot drives me to enrich myself with vocabularies so that I
can be the first winner on the game
|
181
|
|
8
|
Kahoot drives me to be better at English because it makes
learning more meaningful
|
179
|
|
9
|
After experiencing Kahoot I do believe that I can be better in
English because I found that English is fun
|
172
|
|
10
|
The games competition on Kahoot makes me believe that English is
not as scary as I thought and I can solve problems questions on Kahoot
|
186
|
|
11
|
The more frequent my English teacher uses Kahoot, the bigger
possibility for me to be better at English
|
176
|
|
12
|
After being involved in Kahoot, I have learnt a lot and it
enriches me with new lessons
|
220
|
|
13
|
I do realize that English is important because there are so many
games in English after using Kahoot
|
184
|
|
14
|
The use of Kahoot by my English teacher is really beneficial for
my English
|
178
|
|
15
|
Kahoot helps me a lot in encouraging myself to put more effort
to study English
|
180
|
|
16
|
I am really grateful for those who created Kahoot because I feel
that I am more motivated to learn English
|
180
|
|
17
|
My test and performance are getting better after experiencing
Kahoot
|
182
|
|
18
|
I am gradually having more vocabularies after using Kahoot
|
184
|
|
19
|
I am gradually having more understanding about English tenses
after experiencing Kahoot
|
177
|
|
20
|
I am gradually better at speaking and writing because of knowing
a lot of vocabulary, tenses, and expressions on Kahoot
|
182
|
|
Σ
|
3.635
|
Based on table. 2 above, the total
score for all items on questionnaire is 3.635. After consulting the table of
motivation category, 3.635 belongs to high motivation (the range score for high
category is (3.154 - 4.300). Therefore, it is positive that students’
motivation after experiencing Kahoot in English lesson is high.
Finding 2
English
Teacher’s Perception about the Use Kahoot in Teaching and Learning
After
interviewing English teacher of SMA N 1 Belitang, the English teacher claims
that students’ responses toward Kahoot are positive. “After being introduced
to Kahoot, they show lots of change in learning. Previously, they show less
interest in English. After using Kahoot, they show more interest”. That
answer shows that the students show their positive attitude in learning
English. Moreover, the English teacher admits that students’ score are improved
as well because they more understand about the materials. “Students’ scores
are improved. Kahoot gives me many benefits to teach English. I can provide
evaluative questions in form of games and the students love it.” Moreover,
the teacher also argues that the use of Kahoot is effective because she can
create bank of questions that can be used for next years. “Kahoot can be
used as a bank of questions. I can use the similar questions for next years.”
As the result, the English teacher would like to keep using Kahoot as a medium
in teaching English.
The results
of interview with the English teacher fits in the previous studies. Gusman et
al. (2021) claim that Kahoot is effective in engaging students to lessons. They
that English is not difficult anymore because they have fun while being
invloved in Kahoot game (Anandha et al., 2021). Besides, the students also show
their improvement in English achievement because they have experienced English
as a joy subject to learn so that they have more motivation to study English (Susanti, 2017). Overall, students of SMA N 1 Belitang have similar experience to what had
been experiences by the students in the previous studies.
Discussion
In this section, each
item of questionnaire is discussed in depth and confirmed to literature review.
1.
Item 1: After my teacher using Kahoot, learning English is more enjoyable
Figure 1. Percentage
of Item 1
Based
on the figure above, it is known that 46% students agreed that English is more
enjoyable as a subject after they were involved in Kahoot games. It is follwed
by 42% of students claimed that they totally agree with the statement of the
item. The last, 12% of students had neutral statement. What is more surpsrising
is none of student who had disagree and diasagre statement for this item.
Hence, it is obvious that Kahoot had brought an enjoyable atmosphere to the
classroom. This resul is in line with a research conducted by Kaur &
Naderajan (2019). Kahoot is potential to improve studens’ engagement with
English lesson. Students are more excited when the English teacher enters the
classroom due to games on Kahoot that have been prepared by English teacher.
Having students’attention and excitement is a good start to learn English
because both of them belong to motivation indicator (Gusman , Fitria, &
Rohana, 2021). Positive motivation can drive students to give their best in
learning so that they will not be easy to get bored. In addition, students who
always have enjoyable learning experience will be more active than those who do
not (Fitriyadi & Wuryandani, 2021). Hence, students’ positive feeling about
the use of Kahoot indicates that they like the use of Kahoot as a media in
teaching English and they have been motivated because of Kahoot.
2.
Item
2: I give more attention to the lesson after experiencing Kahoot
compared to past time when my English teacher did not use Kahoot yet
Figure 2. Percentage
of Item 2
It can be seen from figure number 2
above that there are four different responses for item number 2. 62% students
agreed that they have more attention to English lesson compared to the time when
the English teacher did not used Kahoot as a media yet, followed by 20%
students who totally agreed with the statement, and then, 14% students had
neutral responses, and the last, 4% students declared their disagreement. The
reponses from students reflect positive result as the same as item number 1.
As a game
platform to support teaching and learning process, Kahoot has interesting
features. One of them is game with eye-catching display (Perdana, Saragi, &
Aribowo, 2020; Faznur, Kherunnisa, & Sumardi, 2022). This feature is
regarded as an amazing feature because it attracts students’ attention.
Moreover, it suits to be integrated with learning materials because it can
provide materials in a new way. Compared to traditional method to test
students’ knowledge by using paper and pen, problems in form of Kahoot game can
reduce students’ stress (Fachriani & Syafe'i , 2018). It is caused by the
feature of Kahoot itself which enables to transform paper and pen test into
online games (Sabandar, 2018). Hence, students who are afraid of English test
will not feel the same thing anymore because of great experience wirh Kahoot.
In relation to item number 1 about
students’ feeling about Kahoot whether it is enjoyable or not, item number 2 is
related to that item. Students’enjoyment with Kahoot application can give
further impact; they give their attention to English lesson because English is
regarded as interesting subject. Therefore, there is no doubt that the students
will give more their attention and they do not want to miss anything about
English. In other words, students are motivated in learning English because the
use of technology as an effective tool to trigger students’ motivation.
3.
Item
3: I don’t want to miss one single thing from my teacher explanation
and what is being discussed after experiencing Kahoot
Figure 3. Percentage
of Item 3
Based
on figure 3 above, it is clear that 56% students agreed that they did not want
to miss one single thing from their teacher’s explanation and what was being
discusses after experiencing Kahoot. It is a signal that the students have high
motivation to learn English. Sunardi (2021) defines learning motivation as a
driving from the inside of students that can make them be serious in learning
and at the end of learning, they can obtain learning goals. In relation to that
notion, students’ confession through this item is totally related to because
they do not want to miss anything about English lesson, whether it is ther
teachers’ explanation or something being discussed in the class. Definetely,
they did it because the wanted to get satisfied result form learning English.
In other words, Kahoot is succesfful to drive the students to be more active in
responding their teachers and the materials.
4.
Item
4: Nothing can distract me during English lesson, especially while
playing games on Kahoot
Figure 4. Percentage of Item 4
When it
comes to distraction while playing games on Kahoot, 42% students totally agreed
that they could not be distracted by anything, it is followed by 40% students
agreed with this statement. Furthermore, 16% students had neutral answers and
the last, 2% students disagreed with the statement. As reported by Kaur &
Naderajan (2019), students are more enthusiast in learning English because they
are addicted to it. It is similar to the result of this research. What makes
students become more focus is the function of Kahoot itself. It has multiple
functions. Firstly, it can be used as discussion platform for teacher and
students. Secondly, it can be functioned as an innovate way to evaluate
students’ understanding about the material. Thirdly, it is considered as a fun
media to improve students’ motivation to learn English (Fachriani
& Syafe'i , 2018). Since the students were enthusiast with Kahoot and its
function, definitely they could not be distracted easily while joining Kahoot.
5.
Item
5: Kahoot is able to accommodate what I need for English lessons
Figure 5. Percentage of Item 5
Figure 5 shows that 53% students agreed that
Kahoot was able to accommodate what they needed for English lesson. The total
percentage of students who totally agreed with the statement is as many as 37%.
Meanwhile, students with neutral answers is as many as 7% and 3% students
claimed their disagreement with the statement. It is clear that over 50%
students admitted that Kahoot was really able to accommodate their needs in
learning English. As stated previously, Kahoot is such a multipurposes
application. Its compatibility with today’s life style –the use of smartphone
in daily life– makes it easy to use (Sakdah, Prastowo, & Anas, 2022).
Moreover, as an educative game platform, students can know their progress in
learning English from quiz provided by their teacher on Kahoot (Nurlalela
& Nawir, 2020). Therefore, they can improve their understanding about
grammar rules and vocabularies. On the top of that, Kahoot as a game trigger
students to be more competitive (Cheung & Ng, 2021). Competitiveness among
students indicates that students are highly motivated to learn English.
6.
Item
6: Kahoot drives me to study English seriously
Figure 6. Percentage of Item 6
Figure 6 above shows us that students had
positve responses for this item. 49% students agreed that Kahoot could drive
them to study English seriously followed by 30% students totally agreed with
the statement. Moreover, 19% students had neutral responses and 2% students
disagreed with this statement. Fitriyadi & Wuryandani (2021) advocate that
although Kahoot is an application of online game, it has educational purpose
because teacher can use it as a ‘storage’ of various forms of test to make
students more critical in learning. Both multiple choices and jumbled sentences
problems can be accommodated by Kahoot (Sabandar, 2018). Hence, there is no
doubt that the students were more serious to study English, especially while
having test on Kahoot because they thought it was challenging to solve the
problems from their teacher; it indicated that they had high motivation in
learning English.
7.
Item
7: Kahoot drives me to enrich myself with vocabularies so that I can
be the first winner on the game
Figure 7. Percentage of Item 7
It is shown in figure 7 that 48% students
agreed that Kahoot enriched themselves with vocabularies so that they could be
the winner on the game. That percentage is followed by 37% students who totally
agreed with the statement. Furthermore, 12% students were on neutral group and
the last, 3% students disagreed. Previous research by Dawadi (2021) also
reveals the similar result. Online game such as Kahoot is so attractive because
students cannot get bored easily; they show their enthusiasm in doing vocabulary
test. As the result, students’ vocabulary can be improved. It is known widely
that memorizing vocabulary is considered as hard thing to do because it is
going to be boring. However, Kahoot can be an alternative method to do it.
Cheung & Ng (2021) add that game can improve students’ competitiveness to
be the winner and this research is in line with the argument.
8.
Item
8: Kahoot drives me to be better at English because it makes learning
more meaningful
Figure 8. Percentage of Item 8
It is quite clear that 54% students agreed
that Kahoot drove them to be better at English bacause of meaningful learning
while experiencing it. That number is followed by 33% students who totally
agreed, 11% students with neutral perception, and 2% students disagreed with this
item. Several studies has proven that Kahoot provides meaningful learning for
students. That meaningful learning is indicated by more engagement between
students and the lesson (Kaur & Naderajan , 2019). The other sign is students
put more attention in the classroom; they are not easily to be distracted (Perdana, Saragi, & Aribowo, 2020). In addition, students also show their excitement
for every activity conducted in the classroom (Nurlalela & Nawir, 2020).
Thus, it is obvious the students’ responses in this research shows that they
are motivated because of the use of Kahoot.
9.
Item
9: After experiencing Kahoot, I do believe that I can be better in
English because I found that English is fun
Figure 9. Percentage of Item 9
Figure 9 above shows that 56% students agreed
that they could be better in English because they found that English was fun.
Following that number, 26% students totally agreed that with the statement, 16%
students had neutral point of view, and 2% students diasagreed with it. This
finding fits in what Perdana et al. argument; the modern display from Kahoot
can have students’ attention so that they can engange to the lesson. Their
engagement with Kahoot makes English not as a boring subject anymore. It is positive
to say students’ perception on item number 9 shows that their motivation is
improved after experiencing Kahoot.
10.
Item
10: The games competition on Kahoot makes me believe that English is not as
scary as I thought and I can solve problems questions on Kahoot
Figure 10. Percentage of Item 10
For item number 10, 79% students agreed that
Games competition on Kahoot made them belived that English was not as scary as
they thougt and they could solve questions on Kahoot, 11% students had neutral
opinion for item, 5% students totally agreed, and 5% students disagreed.
Fachriani and Syafe'i (2018) claimed that the test form on Kahoot can reduce
students’ stress because of its interesting display and games’ display. What
had been experiences by the students is in line with that claim. Since they had
willingness to learn English and had positive thought about it, there is no
doubt that the students had positive response toward the item. In other words,
the students are motivated in learning English because they said that English
was not scary and they could solve the questions.
11.
Item
11: The more frequent my English teacher uses Kahoot, the bigger possibility
for me to be better at English
Figure 11. Percentage of Item 11
It can be seen from figure 11 that the
percebtage of students who agreed that the more frequent their English teacher
used Kahoot, the bigger possibility for them to be better at English is as many
as 51%, 30% students agreed, 16% students had neutral point of view, and 3%
students disagreed. This finding shows that most students had positive response
toward this item. Moreover, this finding is similar to the research finding by
Nurlalela and Nawir (2020) who argues that Kahoot can help students in
improving students knowledge about the use of English tenses; learning tenses
which is judged as a boring activity with traditional method becomes an
interesting activity after the use of Kahoot in learning English tenses. Hence,
if the students always being involved in Kahoot games about English, there is a
bigger possibility for them to better at English as what they believe. Having
believe indicates that the students have high motivation in learning English.
12.
Item
12: After being involved in Kahoot, I have learnt a lot and it enriches me with
new lessons
Figure 12. Percentage of Item 12
Figure 12 shows that 63% students agreed that
they had learnt a lot and had been encriched with new lessons because of
Kahoot. Following that finding, 28% students totally agreed with the statement,
7% students had neutral opinion, and 2% students disagreed. As a media to test
students’ knowledge, Kahoot can be used to test vocabulary and tenses (Anandha, Anggraheni, & Yogatama, 2021). From that experience, the students can get
more; they have deeper understanding about the language knowledge (Faznur, Kherunnisa, & Sumardi, 2022). This finding is in line with those previous
studies because most of students admitted that they had learnt a lot and got
better understanding about English lesson.
13.
Item
13: I do realize that English is important because there are so many games in
English after using Kahoot
Figure 13. Percentage of Item 13
Figure 13 presents the percentage if item
number 13: 48% students agreed that English was important due to they found
many games using English after using Kahoot, 42% students totally agreed, 7%
students had neutral opinion, and 3% students disagreed. This finding shows
that over a half students have positive responses toward the statement.
Realizing English as an important language is a good start for them because it
can drive them to study more (Asvio, Arpinus, & Suharmon, 2017).
Furthermore, having drive to study more is a signal of having high motivatiobn (Gusman
, Fitria, & Rohana, 2021). In other words, the students have shown their
starter point to be more serious in English because of realizing that English
as an important language.
14.
Item
14: The use of Kahoot by my English teacher is really beneficial for my English
Figure 14. Percentage of Item 14
From figure 14 above, 60% students agreed that
the use of Kahoot by their english teacher is really beneficial for their
English, 28% students totally agreed, 9% students were in neutral position, and
3% students disagreed. Again, the finding shows that over a half students have
positive point of view toward the use of Kahoot. This finding is similar to the
research conducted by Faznur et al. (2022) which reveals that students gained a
lot of benefits from Kahoor; they understand more about tenses and vocabulary.
Moreover, Fitriyadi et al. (2021) also add that Kahoot makes students be easier
to solve given questions if they do exercise on Kahoot regularly. Based on the
finding of this research, the students claimes themselves that they got more
benefits as well. It shows that they have interest to study English. Having
interest toward English means that the students are motivated to learn English.
15.
Item
15: Kahoot helps me a lot in encouraging myself to put more effort to study
English
Figure 15. Percentage of Item 15
The figure above shows that 54% students
agreed that Kahoot helped them a lot in encouraging themselves to put more
effort to study English. Following that number, 30% students totally agreed,
and 16% students had neutral opinion toward the item. Overall, more than a half
of students show their positive responses toward the use of Kahoot. As stated
by Sakdah et al. (2022), Kahoot succeeds to make students to study more. This
phenomenon is in line with the defintion of motivation, i.e. having desire to
do anything with full of spirit Asvio et al. (2017). In other words, students
of SMA N 1 Belitang who experienced Kahoot have been being motivated in
learning English because they put more effort to study English.
16.
Item
16: I am really grateful for those who created Kahoot because I feel that I am
more motivated to learn English
Figure 16. Percentage of Item 16
It can be seen that
53% students agreed that they felt more motivated to learn English because of
Kahoot, 35% students totally agreed, and 12% students were neutral. The result
does not show any students who disagree with the statement. In accordance to a
research by Kaur et al. (2019), students are motivated to learn English after
being involved as participants in game by Kahoot. This finding also reveals the
same result. Hence, it is not doubted that Kahoot is able to motivate students
to study English.
17.
Item
17: My test and performance are getting better after experiencing Kahoot
Figure 17. Percentage of Item 17
For item number 17, 61% students agreed that
the result of their test and performance were getting better after experiencing
Kahoot, 30% totally agreed, and 9% students had neutral point of view. This
result also indicates the positive result. Fitriyadi and Wuryandani (2021)
argue that students’ critical thinking is improved after they did many
exercises on Kahoot. Moreover, students do not worry to do any test because of
interesting game and display on it (Faznur, et al., 2022). Those result are in
line with what students of SMA N 1 Belitang have experienced; they have better
test result because they were motivated and were not afraid to take any test on
Kahoot.
18.
Item
18: I am gradually having more vocabularies after using Kahoot
Figure 18. Percentage of Item 18
Figure 18 shows that 60% students agreed that
they gained more vocabularies from test and games on Kahoot, 35% students
totallya agreed with the statement, and 5% students had neutral opinion. This
finding is similar to a research by Susanti in 2017. She claims that after
experiencing Kahoot, the students show their improvement on vocabulary mastery.
Hence, it is not doubted that the students og SMA N 1 Belitang experienced the
same result. Having more vocabularies can make students have more motivation to
learn English.
19.
Item
19: I am gradually having more understanding about English tenses after
experiencing Kahoot
Figure 19. Percentage of Item 19
Figure 19 shows that 65% students agreed that
they had more understanding about English tenses after experiencinf Kahoot, 23%
students totally agreed and 12% student had neutral perception. In line with
this finding, Nurlalela and Nawir (2020) advocates that Kahoot can be an
alternative media to teach English tenses because it has been succeeded to
improve students’ understanding about tenses. Thus, it is obvious that Kahoot
can improve students’ undersatanding about tenses. Having more understanding
toward an object will make ones want to accomplish the task because the task is
easier. It also prevails for student in learning English; if they understand
about tenses, they will accomplish task about tense.
20.
Item
20: I am gradually better at speaking and writing because of knowing a
lot of vocabulary, tenses, and expressions on Kahoot
Figure 20. Percentage of Item 20
From figure above, it is obvious that 58%
students agreed that they be better at speaking and writing because of knowing
a lot of vocabulary, tenses, and expressions on Kahoot, 22% students totally
agreed with the statement, and 9% students were neutral. As stated previously,
Kahoot can be an alternative media for evaluation. Besides, competition among
drives them to give their best in doing the test and games Faznur et al.,
(2022). As the result, the students have more understanding about materials so
that they perform better in productive language skills. Having great
performance on productive language skills indicate that the students are highly
motivated because their wilingness to give their best is an indicator of having
motivation (Sunardi, 2021).
Based
on the discussion above, all the analysis show that the students are highly
motivated after being introduced to Kahoot. It can be proven by the result of
questionnaire distributed to them. Most of the students gave positive responses
toward the questionnaire. Therefore, it is not doubted that the students are
highly motivated after experiencing Kahoot. It is also supported by the result
of interview with the English teacher who stated that the students show more
interest in English and their English scores are getting before. Therefore, it
is quite clear that the findings of this research are in line with several
previous studies. Kahoot can be utilized as an evaluative media that creates
competitive atmosphere which was is positive for student (Sabandar,
2018). To be precise, different types of questions for English skills such as
grammar, tenses, expressions, and many more can be modified on Kahoot and they
are really helpful for students to understand the materials (Kaur &
Naderajan, 2019; Nurlalela & Nawir, 2020; Susanti, 2017). Those similar
findings strengthen Kahoot as an alternative media that can be used in teaching
English.
CONCLUSION
All in all, students are highly motivated
after being taught by using Kahoot. Almost all students have posive responses
toward questionnaires about their learning motivation and their motivation is
categorized into high motivation. Aside from students’ motivation, the English
teacher also claimed that Kahoot is an effective media to teach English because
this application can be used for evaluation tool and to boost students’
competitiveness while doing exercises on it. As the result, the students have
deeper understanding about the meterials. Thus, it is suggested to use Kahoot
in teaching English to engange students to the lesson so that they can be more
motivated to study.
Since this research involved 43 respondents,
this research cannot be generalized. Hence, those who are interested to conduct
research in the same context, it is suggested to involve more respondents in
order to find the results that can be generalized.
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