The Use of Kahoot! in Teaching English Maritime Subject
Abstract
Technology is being increasingly integrated as a part of teaching in view of
enhancing students’ achievement in learning English. This paper presents outcomes of
research that examined the effect of using Kahoot! in teaching English Maritime for
second semester at Nautika II class of Politeknik Ilmu Pelayaran Makassar. This study
used pre-experimental design. In taking the sample, this study used purposive sampling
technique. This study was carried out among 20 students from total population of Nautika
II classes. The data were analyzed by using descriptive and inferential statistics.
Descriptive statistics in the form of frequency, means, standard deviation and independent
t – test. From this study, it was found that the students’ test scores were higher when they
were taught using Kahoot! on the learning process. The result of hypothesis testing showed
t-test (17.321) was more than t-table (2.093). Therefore, it can be concluded that H0 was
rejected and Ha was accepted. It means that there was a significant effect of using Kahoot!
on the students’ vocabulary and grammar achievement at second semester in Nautika II
class C. From these findings, it can be suggested that online media like Kahoot! is strongly
recommended to be used in the teaching and learning process of English vocabulary and
grammar. It is expected that the finding of this study would enlighten the relevant literature
of the area.
References
the use of Kahoot! gamification tool in a course of Chemistry. In 4th international
conference on higher education advances (HEAD’18) (pp. 1215–1222).
[2] Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka
Cipta.
[3] Bergin, S., & Reilly, R. (2005, June). The influence of motivation and comfort-level
on learning to program. Paper presented at the proceedings of the 17th Workshop on
Psychology of Programming, Brixton, UK.
[4] Bicen, H. (2018). Perception of Students for Gamification Approach: Kahoot as a
Case Study. iJET , 13, 72.
[5] Carvalho, A. (2015). Apps para ensinar e para aprender na era mobile learning.
Lisboa: ME e DGE, (pp. 9-17).
[6] Cetinkaya, L. (2017). The impact of whatsapp use on success in education process.
International Review of Research in Open and Distributed Learning, 18(7), (pp. 60-
73).
[7] Chen, W. et al. (Eds.) (2017). “Go Kahoot!” Enriching Classroom Engagement,
Motivation and Learning Experience with Games. Proceedings of the 25th
International Conference on Computers in Education. New Zealand: Asia-Pacific
Society for Computers in Education.
[8] Correia, M. & Santos, R. (2017). Game-based Learning: The Use of Kahoot in
Teacher Education. IEEE.
[9] Damara, G. (2016, August 10). Students' Perception on the Use of Kahoot! as an Ice
Breaker in Movie Interpretation Class.
[10]Dewing, M. (2010). Social Media: An Introduction. Library of Parliament, vol 1.
[11]Ebner, M, & Holzinger, A. (2007). Successful Implementation of User-Centered
Game Based Learning in Higher Education: An Example From Civil Engineering.
Computers & Education, 49(3), (pp. 873–890).
[12]Kapp, K. (2012). The gamification of learning and instruction: Game-based methods
and strategies for training and education. San Francisco, CA: Pfeiffer.
[13]Marín, D.; Vidal Esteve, M.I.; Peirats Chacón, J.; López Marí, M. (2018) Kahoot! In
Innovate strategies for Higher Education in Spain. Adaya Press: Eindhoven, The
Netherlands, (pp. 8–17).
[14]Nurgiyantoro B. (2001). Penilaian dalam Pengajaran Bahasa dan Sastra Indonesia.
Yogjakarta: BPFE.
[15]Orcos, L.; Blázquez, P.J.; Curto, M.; Molina, F.J.; Magreñán, Á.A. (2018). Use of
Kahoot and EdPuzzle by Smartphone in the Classroom: The Design of a
Methodological Proposal. Learning Technology for Education Challenges (LTEC),
volume 870.
[16]Selwyn, M. (2012). Social Media in Higher Education. The Europa World of
Learning.
[17]Siegle, D. (2015). Technology: Learning can be fun games. Gifted Child Today, (192).
[18]Sugiyono. (2010). Metode Penelitian dan Pendidikan. Bandung : Alfabeta.
[19]Wang, A. (2015). The Wear out Effect of A Game-Based Student Response System.
Computer & Education, (pp. 217-227).
[20]Wibisono, D. (2019). The Effect of Kahoot! in Teaching Reading to Tenth Grade
Students. Magister Scientiae, Edition 45.
