ESP students' voice: Is Kahoot® helpful to learn English vocabulary during the pandemic?
DOI:
https://doi.org/10.21831/lt.v10i1.53987Keywords:
Kahoot, Vocabulary, Online Learning, PandemicAbstract
The use of technology is closely linked to the implementation of digital learning. As one of the profiles of the 21st century teachers, digital tools are notably prominent in helping ESP students improve their learning outcome, particularly during the Emergency Remote Learning (ERL) due to COVID-19. Kahoot® as one of the technological advancements in the field of game-based learning was considered to be highly beneficial and helpful for ESP students to be more engaged and motivated in improving their English vocabulary through online means. This study presents ESP students' perceptions of the use of Kahoot® in an internet-based instruction during the pandemic. Survey research was employed with 51 participating students of the Health Promotion Study Program at Poltekkes Kemenkes Malang. The questionnaire was distributed online with 21 survey items designed to accommodate the students' points of view. The findings show that the students of the Health Promotion Department had a strong preference to the use of Kahoot® in improving their English vocabulary during the COVID-19 outbreak.References
Adnyani, K. E. K., Adnyana, I. W., & Murniasih, N. N. (2020). Teacher and students' perception of using Kahoot! for English learning. Advances in Social Science, Education and Humanities Research, Atlantic Press, 394, 61-64. https://doi.org/10.2991/assehr.k.200115.011
Arikunto, S. (2002). Metodologi penelitian suatu pendekatan proposal. Rineka Cipta.
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students' online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321-7338. https://doi.org/10.1007/s10639-021-10589-x
Bawa, P. (2019). Using Kahoot to inspire. Journal of Educational Technology Systems, 47(3), 373-390.
Bicen, H., & Kocakoyun, S. (2017). Determination of university students' most preferred mobile application for gamification. World Journal on Educational Technology: Current Issues, 9(1), 18-23.
Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7). https://doi.org/10.3102/0013189X033007014
Coman, C., Èší®ru, L. G., MeseÈ™an-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students' perspective. Sustainability 2020, 12(24). https://doi.org/10.3390/su122410367
Edwards, L. (2022, February 23). What is Kahoot! and how does it work for teachers? Tips & tricks. Retrieved from https://www.techlearning.com/how-to/what-is-kahoot-and-how-does-it-work-for-teachers
Felszeghy, S., Pasonen-Seppänen, S., Koskela, A., Nieminen, P., Härkí¶nen, K., Paldanius, K. M. A., Gabbouj, S., Ketola, K., Hiltunen, M., Lundin, M., Haapaniemi, T., Sointu, E., Bauman, E. B., Gilbert, G. E., Morton, D., & Mahonen, A. (2019). Using online game-based platforms to improve student performance and engagement in histology teaching. BMC Med Educ, 19(273), 1-11. https://doi.org/10.1186/s12909-019-1701-0
Gebbels, M. (2018). Re-Engineering challenging and abstract topics using Kahoot! A student response system. Compas: Journal of Learning and Teaching, 11(2).
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hollister, B., Nair, P., & Chukoskie, L. (2022). Engagement in online learning: Student attitudes and behavior during COVID-19. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.851019
Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning centered approach. Cambridge University Press.
Iaremenko, N. V. (2017). Enhancing English language learners' motivation through online games. Information Technologies and Learning Tools, 59(3), 126-133. https://doi.org/10.33407/itlt.v59i3.1606
Jannah, NA., Supiani., & Perdana, I. (2020). The EFL students' perceptions of using Quizizz in doing online English test at high school. Proceeding of SHEPO 2020. 128-130. https://ojs.uniska-bjm.ac.id/index.php/PIUOK/article/view/3992/2611
Jones, S. M., Katyal, P., Xie, X., Nicolas, M. P., Leung, E. M., Noland, D. M., & Montclare, J. K. (2019). A "˜KAHOOT!' Approach: The effectiveness of game-based learning for an advanced placement biology class. Sage Journal, 50(6), 832-847. https://doi.org/10.1177%2F1046878119882048
Kaur, P., & Naderajan, R. (2019). Kahoot! in the English language classroom. South East Asia Journal of Contemporary Business, Economics, and Law, 20(6), 49-54.
Kuo, M. S., & Chuang T. Y. (2016). How gamification motivates visits and engagement for online academic dissemination – An empirical study. Computers in Human Behavior, 55. 16-27, http://dx.doi.org/10.1016/j.chb.2015.08.025
Kusumaningrum, M., Sumardiyani, L., & Ambarini, R. (2022). An analysis of students' perception using Kahoot game in vocabulary classroom. Proceeding The 2nd Undergraduate Conference on Applied Linguistics, Linguistics, and Literature, 2(1), 318-324. http://conference.upgris.ac.id/index.php/allure/article/view/2994
Latief, M. A. (2011). Research methods on language learning: An introduction. Malang University Press
Lee, W., Lee, M. J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2), 86-99.
Leung, E., & Pluskwik, E. (2018). Effectiveness of gamification activities in a project-based learning classroom. Paper presented at ASEE Annual Conference & Exposition.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students' perception of Kahoot!'s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23. https://doi.org/10.1186/s41039-018-0078-8
Mandasari, Y. P., & Wulandari, E. (2022). Utilizing learningapps.org for vocabulary remote learning (VRL): Is it helpful? National Seminar Proceeding PBI UNIKAL, 355 – 363, https://www.proceeding.unikal.ac.id/index.php/nspbi/article/download/978/733
Manea, V., Macavei, T., & Pribeanu, C. (2020). Stress, frustration, boredom, and fatigue in online engineering education during the pandemic. International Journal of User-System Interaction 13(4), 199-214. https://doi.org/10.37789/ijusi.2020.13.4.2
Muflih, S., Abuhammad, S., Al-Azzam, S., Alzoubi, K. H., Muflih, M., & Karasneh, R. (2021). Online learning for undergraduate health professional education during COVID-19: Jordanian medical students' attitudes and perceptions. Heliyon, 7(9), e08031. https://doi.org/10.1016/j.heliyon.2021.e08031
Nafiah, M., Lestari, I., & Zahra A. (2021). An analysis of student boredom learning during the Covid 19 pandemic in elementary school Jakarta, Indonesia. Jurnal Parameter, 33(2), 130-146. https://doi.org/10.21009/parameter.332.03
Pratolo, B. W., & Lofti, T. M. (2021). Students' perceptions toward the use of Kahoot! Online game for learning English. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 276-284. Retrieved from https://ethicallingua.org/25409190/article/view/250
Rachman, D., Soviyah, S., Fajaruddin, S., & Pratama, R. (2020). Reading engagement, achievement and learning experiences through kahoot. LingTera, 7(2), 168-174. doi:https://doi.org/10.21831/lt.v7i2.38457
Rajendran, P., & Shah, P. M. (2020). Students perception ongamification: The use of Kahoot. International Journal of Scientific and Research Publications, 10(5), 773-783. https://doi.org/10.29322/IJSRP.10.05.2020.p10190
Sabandar, G. N. C. (2018). Kahoot!: Bring the fun into the classroom! Indonesian Journal of Informatics Education, 2(2), 127-134, https://10.20961/ijie.v2i2.26244
Sugiyono. (2007). Metode penelitian kuantitatif kualitatif dan R&D. Alfabeta.
Tan, D., Ganapathy, M., & Kaur, M. (2018). Kahoot! Gamification in higher education. Pertanika Journal of Social Science and Humanities, 26(1). 565–582.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning- A literature review. Computers and Education, 149, 1-22.
Wulandari, E., & Mandasari, Y. P. (2021). WhatsApp in emergency remote learning: The students' perception. Journal of English Educators Society, 6(2), 228-236.
Yulia, H., & Agustiani, M. (2019). An ESP needs analysis for management students: Indonesian context. Indonesian Educational Administration and Leadership Journal, 1(1), pp. 35-44. https://www.researchgate.net/publication/340645294_An_ESP_needs_analysis_for_managment_students_Indonesian_context
Zarzycka, & Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17-36.
Downloads
Published
How to Cite
Issue
Section
License
LingTera allows readers to read, download, copy, distribute, print, search, or link to its articles' full texts and allows readers to use them for any other lawful purpose. The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions.
- Authors are allowed to archive their submitted articles in an open-access repository.
- Authors are allowed to archive the final published article in an open-access repository with an acknowledgment of its initial publication in this journal.
Psychology, Evaluation, and Technology in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://petier.org/index.php/PETIER.
