The Use of Gamification (Kahoot!) to Increase Vocabulary Mastery in Elementary School

Silmi Khoirunnisa; Rafika Rabba Farah

doi:10.56741/ijlree.v4i03.1072

Authors

Silmi Khoirunnisa Universitas Muhammadiyah Malang
Rafika Rabba Farah
rafikarabbafarah@umm.ac.id
Universitas Muhammadiyah Malang https://orcid.org/0000-0001-7541-8151

DOI:

https://doi.org/10.56741/ijlree.v4i03.1072

Keywords:

Digital Learning, Elementary School, Gamification, Kahoot!, Vocabulary

Abstract

This study investigates the effectiveness of gamification, specifically through the use of Kahoot!, in enhancing vocabulary mastery among elementary school students. Employing a quasi-experimental design, the research involved 36 learners from SD Negeri 01 Pandian, consisting of 18 students from grade 6A as the experimental group and 18 students from grade 6B as the control group. Data were gathered through pre-test and post-test vocabulary assessments, accompanied by student questionnaires designed to capture levels of engagement and motivation during the learning process. Quantitative data were analyzed using IBM SPSS Statistics 22. Paired sample t-tests were conducted to measure within-group differences, and independent sample t-tests were applied to compare learning outcomes between the two groups. The findings indicate that Kahoot! significantly improved students’ vocabulary achievement, as evidenced by a (Sig.) (2-tailed) value of 0.000 < 0.05. The experimental group’s mean score increased markedly from 45.78 (pre-test) to 86.22 (post-test), while the control group showed a smaller improvement from 39.56 to 63.11. These results demonstrate substantial gains in the group exposed to gamified learning, leading to the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (Hₐ). This confirms that the integration of Kahoot! positively influences vocabulary mastery among sixth-grade students. The study highlights the pedagogical potential of gamification in elementary education, suggesting that Kahoot! can be effectively incorporated into daily instructional activities to boost student engagement and vocabulary development. It contributes to the growing literature on digital learning tools, highlighting their role in creating interactive and engaging learning environments.

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Author Biographies

Silmi Khoirunnisa, Universitas Muhammadiyah Malang

completed her Bachelor’s degree in English Language Education at Universitas Muhammadiyah Malang. Her academic interests focus on Teaching English to Young Learners (TEYL) and the integration of Educational Technology in language learning. She has actively participated in research and teaching projects related to young learners’ literacy development and classroom technology use. She continues to deepen her expertise in innovative English teaching practices. (mail: ssilmikhoirun@gmail.com).

Rafika Rabba Farah, Universitas Muhammadiyah Malang

earned her Master’s degree in TESOL from the University of New South Wales, Australia. She currently serves as Secretary for Academic Affairs in the English Language Education Department at Universitas Muhammadiyah Malang. Her research interests include TESOL, CALL and MALL, Culturally Responsive Pedagogy, and English teaching in Muslim contexts. She also contributes to scholarly publishing as Managing Editor for several journals, including English Learning Innovation (englie), CELTIC, and JCSE. (email: rafikarabbafarah@umm.ac.id).

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