Students’ Attitude towards the Utility of Kahoot! in English Learning: a Systematic Review
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
In the last three years till now, the use of online learning platforms significantly has become a trend caused by the pandemic. Many schools apply learning from home. It has been able to affect the students’ attitudes. Hence, teachers should think wisely about using the learning media. One of the popular online learning platforms, Kahoot!, is used by teachers. The impact of Kahoot! on students’ attitude is the researcher's concern. To support the research, the researcher applies a systematic review as research method. From a hundred articles, it has been filtered using a systematic review with PRISMA Flow into 38 articles obtained from Google Scholar, Garuda Ristekbrin, and Unpaywall. From 38 articles, it is able to state that Kahoot! is applied in learning all skills of English at once, writing skill, speaking skill, reviewing English, learning pronunciation skill, assessing vocabulary skill, conducting an exam of English, specific theme of English such as Events II, Recreation IV, Energy and Media, and tourism 1, grammar skill, reading skill, and vocabulary skill. Also, the students’ attitudes are mostly stated positive. The students are mostly motivated, better comprehending, excited, engaging, enjoyable, a good feeling, entertained, more active in class, paying attention, preferring the Kahoot!, and having the readiness to do with it in the next lesson. To recapitulate, the readers must be aware of common problems such as the internet and technical issues. Hence, the educators are able to keep the students’ attitudes in positive attitude.
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright (c) 2023 Kevin Al Haqqi, Vega Hesmatantya, Linda Mayasari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Ajzen, I. (2005). Attitudes, Personality, and Behaviour (T. Manstead (ed.); 2nd ed.). Open University Press.
Al Shra’ah, M. H. A. (2021). The Effect of Kahoot on Developing EFL Saudi Students’ Vocabulary Acquisition, Reading Comprehension, and their Attitudes towards such a Strategy. IUG Journal of Educational and Psychological Studies, 29(1), 604–619. https://doi.org/10.33976/iugjeps.29.1/2021/27 DOI: https://doi.org/10.33976/IUGJEPS.29.1/2021/27
Alsowat, H. H. (2017). A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students. Advances in Language and Literary Studies, 8(5), 30–45. https://doi.org/10.7575/aiac.alls.v.8n.5p.30 DOI: https://doi.org/10.7575/aiac.alls.v.8n.5p.30
Ayu, M. (2020). ONLINE LEARNING : LEADING E- LEARNING AT HIGHER. The Journal of English Literacy Educatio, 7(1). DOI: https://doi.org/10.36706/jele.v7i1.11515
Ayumi, & Chan, A. M. (2021). Improving Students English Vocabulary Using Kahoot! In S. Nur Afrainin, I. Revita, A. Al-Muallem, Djusmalina, & V. Maun (Eds.), Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020) (Vol. 506, pp. 150–154). https://doi.org/10.2991/assehr.k.210202.027 DOI: https://doi.org/10.2991/assehr.k.210202.027
Baker, C. (1992). Attitudes and Language (D. Sharp (ed.)). Multilingual Matters.
Basuki, Y., & Hidayati, Y. N. (2019). Kahoot! or Quizizz: the Students’ Perspectives. English Language and Literature International Conference (ELLiC), January, 1–10. https://doi.org/10.4108/eai.27-4-2019.2285331 DOI: https://doi.org/10.4108/eai.27-4-2019.2285331
Benhadj, Y., Messaoudi, M. El, & Nfissi, A. (2019). Investigating the Impact of Kahoot ! on Student s ’ Engagement , Motivation , and Learning Outcomes : Ifrane Directorate as a case study. International Journal of Advance Study and Research Work, 2(6), 1–9. https://doi.org/10.5281/zenodo.3250661
Budiati. (2017). ICT (Information and Communication Technology) Use: Kahoot Program for English Students’ Learning Booster. Education and Language International Conference, 1(1), 178–188. http://jurnal.unissula.ac.id/index.php/ELIC/article/view/1225
Cárdenas-Moncada, C., Véliz-Campos, M., & Véliz, L. (2020). Game-based student response systems: The impact of Kahoot in a chilean vocational higher education EFL classroom. Call-Ej, 21(1), 64–78. http://callej.org/journal/21-1/Cardenas-Veliz-Veliz2020.pdf
Chiang, H.-H. (2020). Kahoot! In an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33–44. https://doi.org/10.17507/jltr.1101.05 DOI: https://doi.org/10.17507/jltr.1101.05
Egilistiani, R., & Prayuana, R. (2018). Applying KAHOOT as a Creative and Fun Learning Media for English Students. In T. Wahyuningsih & Bustanuddin (Eds.), Proceeding International Conference of Teaching English as a Foreign Language (pp. 143–146). Faculty of Letters Universitas Muhammadiyah Purwokerto.
Ekinci-, M. (2020). Kahoot For Good: Firing Competitive Learning for EFL Learners. International Journal of Languages Education, 8(4), 305–318. https://doi.org/10.29228/ijlet.46623 DOI: https://doi.org/10.29228/ijlet.46623
Farmana, Y., & Wonua, A. R. (2021). Optimizing Kahoot! Platform As Digital Media To Increase The Students’ Interest And Motivation In Learning English (Case Study At English As General Subject In …. International Journal of Educational Research & AMP, 2(5), 1255–1261. https://doi.org/https://doi.org/10.51601/ijersc.v2i5.188
Guaqueta, C. A., & Castro-Garces, A. Y. (2018). The Use of Language Learning Apps as a Didactic Tool for EFL Vocabulary Building. English Language Teaching, 11(2), 61–71. https://doi.org/10.5539/elt.v11n2p61 DOI: https://doi.org/10.5539/elt.v11n2p61
Hadijah, Pratolo, B. W., & Rondiyah. (2020). Interactive game “Kahoot!” as the medium of students’ vocabulary assessment. Journal on English as a Foreign Language, 10(1), 84–102. https://doi.org/10.23971/jefl.v10i1.1670 DOI: https://doi.org/10.23971/jefl.v10i1.1670
Hou, Y. J. (2018). Integration of kahoot into EFL classroom. Communications in Computer and Information Science, 852, 31–37. https://doi.org/10.1007/978-3-319-92285-0_5 DOI: https://doi.org/10.1007/978-3-319-92285-0_5
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in Science Education. A Systematic Review of the Literature. Education Sciences, 11(22), 1–36. https://doi.org/10.3390/educsci11010022 DOI: https://doi.org/10.3390/educsci11010022
Kaur, P. (2019). Kahoot! in The English Language Classroom. South East Asia Journal of Contemporary Business, Economics and Law, 20(6), 49–54.
Kaur, P., & Nadarajan, R. (2020). Language Learning and Teaching Using Kahoot! International Journal of Modern Education, 2(5), 19–28. https://doi.org/10.35631/ijmoe.25003 DOI: https://doi.org/10.35631/IJMOE.25003
Khalilian, B., Hosseini, H., & Ghabanchi, Z. (2021). On The Effect of Employing the Online Kahoot Game-Based App on Iranian EFL Learners’ Structural Ability and their Motivation. Journal of Language Teaching and Learning, 11(2), 42–60. https://www.jltl.com.tr/index.php/jltl/article/view/330
Khan, K., Kunz, R., Kleijinen, J., & Antes, G. (2003). Systematic Reviews to Support Evidence Based (2nd ed.). Royal Society Medicine Press. https://doi.org/10.1191/026921699670710078 DOI: https://doi.org/10.1191/026921699670710078
Kitchenham, B. (2004). Procedures for peforming Systematic Reviews. Keele University.
Korkmaz, S., & Öz, H. (2021). Using Kahoot To Improve Reading Comprehension of English as a Foreign Language Learners. International Online Journal of Education and Teaching (IOJET), 8(2), 1138–1150. https://files.eric.ed.gov/fulltext/EJ1294319.pdf
Kusumayanthi, S., & Rusmiyati, M. (2021). Students’ Engagement in Learning English Vocabulary Via Games in Kahoot! English Journal Literacy UTama, 6(1), 444–452. https://doi.org/https://doi.org/10.33197/ejlutama.vol6.iss1.2021.2655.4585
Lestari, T. W. (2019). Kahoot! And Quizizz: A Comparative Study On The Implementation Of E-Learning Application Toward Students’ Motivation. Journal of English Language Teaching Learning And Literature, 2(2), 13–22.
Lim, T. M., & Yunus, M. M. (2021). Teachers’ perception towards the use of Quizizz in the teaching and learning of English: A systematic review. Sustainability (Switzerland), 13(11), 1–15. https://doi.org/10.3390/su13116436 DOI: https://doi.org/10.3390/su13116436
Lin, D. T. A., Ganapathy, M., & Kaur, M. (2018). Kahoot! It: Gamification in higher education. Pertanika Journal of Social Sciences and Humanities, 26(1), 565–582.
Mahalakshmi, K., & Radha, R. (2020). Covid 19: a Massive Exposure Towards Web Based Learning. Journal of Xidian University, 14(4), 7. https://doi.org/10.37896/jxu14.4/266 DOI: https://doi.org/10.37896/jxu14.4/266
Marsa, S. S., Kuspiyah, H. R., & Agustina, E. (2021). Teaching Reading Comprehension Achievement. Journal of English Teaching, 7(2), 133–149. https://doi.org/10.33541/jet.v7i2.2738 DOI: https://doi.org/10.33541/jet.v7i2.2738
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ (Online), 339(7716), 332–336. https://doi.org/10.1136/bmj.b2535 DOI: https://doi.org/10.1136/bmj.b2535
Mustafa, N. H., Hussein, N. H., & Zulkifle, N. F. M. (2018). Exploring Students’ Perceptions of English Kahoot Module for Basic Learners in UMK. In N. H. Nawi, L. H. Ling, N. Y. Musa, N. I. A. Bukhari, S. Omar, M. K. Ahmad, A. A. Hassan, C. S. Mei, C. H. Wen, N. H. Hussein, & W. S. A. A. W. Ibrahim (Eds.), Proceedings International Conference on Ummah 2018 (pp. 299–306). UMK Press.
Oktaria, A. A., Rohmayadevi, L., & Murwantono, D. (2021). Online Game Quiz “Kahoot” in Teaching English for Students of Smp Muhammadiyah Yogyakarta. PROJECT (Professional Journal of English Education), 4(2), 290. https://doi.org/10.22460/project.v4i2.p290-296 DOI: https://doi.org/10.22460/project.v4i2.p290-296
Pais, S., Pires, A., & Chagas, L. (2018). Enhancing Student Motivation With Kahoot! - a Case Study in English and Mathematics. EDULEARN18 Proceedings, 1(May 2021), 5518–5522. https://doi.org/10.21125/edulearn.2018.1328 DOI: https://doi.org/10.21125/edulearn.2018.1328
Pratiwi, R., Susilawati, E., & Wardah. (2020). Improving Students’ Mastery of Simple Present Tense in Descriptive Text By Using Kahoot! Game. Journal of English Education Program, 1(2), 73–86. https://doi.org/10.26418/jeep.v1i2.40232 DOI: https://doi.org/10.26418/jeep.v1i2.40232
Priyanti, N. W. I., Santosa, M. H., & Dewi, K. S. (2019). Effect of Quizizz Towards the Eleventh-Grade English Students’ Reading Comprehension in Mobile Learning Context. Language and Education Journal Undiksha, 2(2), 71–80. https://doi.org/10.23887/leju.v2i2.20323 DOI: https://doi.org/10.23887/leju.v2i2.20323
Rachman, D., Soviyah, S., Fajaruddin, S., & Pratama, R. A. (2020). Reading engagement , achievement and learning experiences through Kahoot. LingTera, 7(2), 168–174. https://doi.org/https://doi.org/10.21831/lt.v7i2.38457 DOI: https://doi.org/10.21831/lt.v7i2.38457
Resmayani, N. P. A., & Putra, I. N. T. D. (2020). Gamification: Using Kahoot! to Make Students Love the Class from the Very Beginning. Linguistics and English Language Teaching Journal, 7(1), 10–18. https://doi.org/https://doi.org/10.31764/leltj.v7i1.1649
Reynolds, E. D., & Taylor, B. (2020). Kahoot!: EFL instructors’ implementation experiences and impacts on students’ vocabulary knowledge. Computer-Assisted Language Learning Electronic Journal, 21(2), 70–92. http://callej.org/journal/21-2/Reynolds-Taylor2020.pdf
Sari, F. M. (2018). Patterns of Teaching-Learning Interaction in the EFL Classroom. Teknosastik, 16(2), 41. https://doi.org/10.33365/ts.v16i2.139 DOI: https://doi.org/10.33365/ts.v16i2.139
Sari, P. D. (2019). The Use of Kahoot! Media in Teaching Reading [UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA]. http://repository.umsu.ac.id/handle/123456789/3122
Sartini, S. (2020). Kahoot in Maritime English Teaching: Its Impact on Nautical Science Cadet’s Oral Reproduction and Vocabulary. English Language Teaching Educational Journal (ELTEJ), 3(1), 41–51. https://doi.org/10.12928/eltej.v3i1.1667 DOI: https://doi.org/10.12928/eltej.v3i1.1667
SERCANOĞLU, M., BOLAT, Y. İ., & GOKSU, İ. (2021). Kahoot! as a Gamification Tool in Vocational Education: More Positive Attitude, Motivation and Less Anxiety in EFL. Journal of Computer and Education Research, 9(18), 1–20. https://doi.org/10.18009/jcer.924882 DOI: https://doi.org/10.18009/jcer.924882
Sibatuara, U. D. (2021). THE EFFECTIVENESS OF KAHOOT IN IMPROVING VOCABULARY: THE CASE OF A PRIVATE UNIVERSITY ENGLISH STUDY PROGRAM. EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN, 8(1), 33–42. https://doi.org/https://doi.org/10.19109/ejpp.v8i1.8285 DOI: https://doi.org/10.19109/ejpp.v8i1.8285
Sofyana, A. W., Faridi, A., & Shakiyya, Z. (2020). Implementation of Kahoot As a Digital Assessment Tool in English Formative Test for Students of Smp Negeri 2 Temanggung in the Academic Year of 2019/2020. English Education Journal, 10(4), 466–473. https://doi.org/10.15294/eej.v10i4.38619 DOI: https://doi.org/10.15294/eej.v10i4.38619
Sweet, M., & Moynihan, R. (2007). Improving Population Health: The Uses of Systematic Reviews. In Milbank (Issue December). Milbank Memorial Fund.
Tsymbal, S. (2018). Gamified Training Sessions As Means of Enhancing Students’ Motivation in Learning English. Psychological Journal, 7(17), 151–161. https://doi.org/10.31108/1.2018.7.17.10 DOI: https://doi.org/10.31108/1.2018.7.17.10
Werbach, K. (2014). (Re)defining gamification: A process approach. Persuasive 2014, 8462, 266–272. https://doi.org/10.1007/978-3-319-07127-5_23 DOI: https://doi.org/10.1007/978-3-319-07127-5_23
Yürük, N. (2019). Edutainment: Using Kahoot! As A Review Activity in Foreign Language Classrooms. Journal of Educational Technology and Online Learning, 2(2), 89–101. https://doi.org/10.31681/jetol.557518 DOI: https://doi.org/10.31681/jetol.557518
Yürük, N. (2020). Using Kahoot as a skill improvement technique in pronunciation. Journal of Language and Linguistic Studies, 16(1), 137–153. https://doi.org/10.17263/JLLS.712669 DOI: https://doi.org/10.17263/jlls.712669
Zakia, A. (2019). THE INTERACTIVE OF FORMATIVE ASSESSMENT THROUGH GAMIFICATION TOOL OF ‘KAHOOT!’ IN LEARNING ENGLISH. (A STUDY AT READING CLASSES) THESIS [WALISONGO STATE ISLAMIC UNIVERSITY]. https://eprints.walisongo.ac.id/id/eprint/10535
Zarzycka-Piskorz, E. (2016). Kahoot it or not?: Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17–36.
Zhang, Q., & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26(4), 4507–4535. https://doi.org/10.1007/s10639-021-10459-6 DOI: https://doi.org/10.1007/s10639-021-10459-6