THE USE OF KAHOOT!

IN OPTIMIZING STUDENTS’ VOCABULARY

COMPREHENSION

(A Quasi Experimental Research of Tenth Grade Students in SMAN 1 Karawang)

Submitted to Department of English Education UNSIKA as the final project to fulfill

the task subject of Computer Application in ELT

Preceptor Lecturer:

Iwan Ridwan, S. Pd., M. Pd.

Research Proposal

Arranged by:

NAFISAH

(1710631060120)

6D

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF SINGAPERBANGSA KARAWANG

2020

i
 PREFACE

Assalamu’alaikum Wr. Wb.

First of all, the researcher would like to give a really great thankful to Allah

Almighty for giving me His grace and gifts so that I can the design of research proposal

to fulfill the task of Computer Application in ELT course. Blessing and salutation may

also upon the most honorable prophet, Muhammad SAW, who had brought us from the

darkness to brightness and taught us to learn more and more about knowledge in this

life.

In addition, I would like to thank our lecturer Iwan Ridwan, S. Pd., M. Pd. who

have guided and taught Computer Application in ELT course as well as those who have

helped me so that this proposal can be completed.

This proposal contained a research plan that I would conduct at SMAN 1

Karawang. However, I also apologize for any shortcomings in writing this proposal.

Therefore, I strongly expect constructive criticism and suggestions for further

improvement. Hopefully, this proposal will be useful not only for the researcher but also

for the readers.

Wassalamu’alaikum Wr. Wb.

Karawang, May 9th, 2020

Nafisah

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 TABLE OF CONTENT

PREFACE ...................................................................................................................... i

TABLE OF CONTENT ........................................................................................... ii-iii

CHAPTER I NTRODUCTION

A. Background of Research................................................................................... 1-4

B. Research Question ............................................................................................... 4

C. Purpose of Research ............................................................................................ 5

D. Scope of Research ................................................................................................ 5

E. Significance of Research ................................................................................. 5-6

F. Clarification of Terms ...................................................................................... 6-8

CHAPTER II LITERATURE REVIEW

A. Kahoot!

1. Definition ................................................................................................ 9-11

2. Gamification Learning Approach through Kahoot! ................................. 1-13

3. Previous Studies of Applying Kahoot! in Teaching & Learning Process.........

............................................................................................................... 13-15

B. Vocabulary

1. Definition .............................................................................................. 15-16

2. Teaching Vocabulary using Game ........................................................ 16-17

C. Framework of Thinking ............................................................................... 17-19

D. Hyphothesis ....................................................................................................... 19

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CHAPTER III RESEARCH METHODOLOGY

A. Research Design ................................................................................................ 20

B. Participant .................................................................................................... 20-21

C. Population and Sample ...................................................................................... 21

D. Instrumentation ............................................................................................ 21-22

E. Research Procedure ...................................................................................... 22-23

F. Data Analysis ............................................................................................... 23-25

REFERENCE .............................................................................................................. 26

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 CHAPTER I

INTRODUCTION

A. Background of Study

English is the primary language of several countries but widely used and

studied around the world. In Indonesia, English has become one of the core subjects

of secondary school level. However, as a developing country, Indonesian people

still consider English as a foreign language so that they still find several obstacles

and difficulties in learning other native languages, generally one is English. In

learning English, there are 4 skills must be learned by the students. Those skills

are Reading, Speaking, Writing, and Listening. In addition to those 4 skills, students

are also required to master sub skills such as Grammar and Vocabulary. Wilkins in

Ismail, Zaid, Mohamed, & Rouyan (2017) stated: “without grammar very little can be

conveyed, without vocabulary nothing can be conveyed”.

Vocabulary is an important element to master those four skills in English

since vocabulary has a role as a basic component of language proficiency which

provides much of the basis for how well learners speak, listen, write, and read

(Richard & Renandya, 2002). Therefore, mastering vocabulary cannot be ignored

by those who are learning English particularly as a second or foreign language. In

line with the opinion, Solikhah (2015) stated the limitations of mastering

vocabulary will cause students to have difficulty in expressing ideas and intentions

of expressions towards certain goals. Thus, mastering vocabulary is necessary to

support students in mastering the target language they learn.

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 However, in reality, learning of vocabulary in EFL classroom still needed

improvement since most of the students were less interested in gaining the lessons.

Regarding to the issue, any sort of strategies used to attain the aim of vocabulary

mastery should be provided properly by all teachers. The teachers need to apply a

certain strategy with creative and fun methods to improve the students’ engagement

and motivate them to be active in joining the lesson. This is in accordance to Harmer

(2008) who stated that teaching vocabulary as the major part in this process is the art

of the language teacher themselves. In other words, it means that teachers should be

creative and innovative.

Nowadays, integrating education and entertainment are widely observed over

the last few decades as an innovation to increase student motivation. Therefore, one

fun way to learn English is through game-based learning. Games have many

advantages for both teachers and the students. It supports the students who are

involved in the games to have fun learning of the target language without noticing

that they are learning the target language, and furthermore it is a pleasure for the

teachers to present the language in an enjoyable atmosphere. Another advantage of

using games in foreign language settings is to eliminate the stressful moments

during learning. In a language learning atmosphere, stress-free environment should

be provided (Gozcu & Caganaga, 2016:127).

In addition, learning English through a game-based application is an effective

method for millenial students because students nowadays would get used to stick

with gadgets everytime as well as learning English vocabulary. This is in accordance

to Chen, W. et al. (2017) stated that technology is being increasingly integrated as a

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part of teaching in view of enhancing students’ engagement and motivation.

Regarding to this, one of application that facilitate the students to learn the material

in interesting and fun way is Kahoot!.

In addition, learning English through a game-based application is an

effective method for millenial students because students nowadays would get used to

stick with gadgets everytime including for learning English vocabulary. This is in

accordance to Chen, W. et al. (2017) stated that technology is being increasingly

integrated as a part of teaching in view of enhancing students’ engagement and

motivation. Regarding to this, one of application that facilitate the students to learn

the material in interesting and fun way is Kahoot!.

Kahoot! is one of game-based learning that could be applied by the teacher in

teaching English. It can be accessed by using a variety of different devices such as

smartphones, tablets, laptops and other devices easily. Teachers can use it for

creating interesting quizzes, discussions, and surveys. In education, we can use

Kahoot in our classrooms to make our learning more interesting and enjoyable.

Kahoot provides a suitable learning situation for combining inquiry-based learning

and games. In researchers’ opinion, the use of Kahoot is also suitable to be integrated

with learning in the current curriculum of Senior high School (The 2013 Revised

Curriculum). Besides, Kahoot! in learning can also help teachers to gather informal

feedback from students, assess students' understanding of learning, and make polls

about matters relating to learning that occur in class. In terms of creativity, Kahoot

allows students to not only answer questions but also make their questions.

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 Eventually, over the last few years, Kahoot! has been used as a game method

in learning by educators. Dellos (2015) reports that the students felt very enthusiastic

in learning by using Kahoot! since they were first introduced to the game. Learners

can easily use this application to learn both mentally and independently.

Furthermore, Rofiyarti and Sari (2017) report that Kahoot can be used as an

alternative to foster children's competitive and collaborative spirit, in this case,

Kahoot is multiplayer so that children can collaborate and compete through games.

Gheza (2016) also reports that students gave positive responses to the use of Kahoot

as an ice breaker in film interpretation classes.

Based on these background, as well as the superiority of Kahoot, the

researcher was interested in examining more deeply the phenomenon through a study

entitled: “The use of Kahoot! in optimizing students’ vocabulary comprehension (A

Quasi Experimental Research of Tenth Grade Students in SMAN 1 Karawang)".

B. Research Question

Based on the background that has been stated in the previous section, then

this study is conducted to answer the problems formulated in the following

questions:

1. Is there significant different of using Kahoot! in optimizing students’ vocabulary

comprehension at the tenth graders of SMAN 1 Karawang?

2. How do the students respond to the use of Kahoot! in learning English

vocabulary?

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C. Purpose of Research

In accordance with the research question, the purpose of this study are as

follows:

1. To find out the significant different on the use of Kahoot! in optimizing

students’ vocabulary comprehension at the tenth graders of SMAN 1 Karawang.

2. To find out the students' respond to the use of Kahoot! in learning English

vocabulary.

D. Scope of Research

The scope of this study is limited to investigate the use of Kahoot! as an

innovative strategy to help students in optimizing their vocabulary comprehension,

especially on the topic of introducing yourself, which is stated in Basic Competency

3.1 (Asking and giving information related to identity) in the tenth grade students of

SMAN 1 Karawang.

E. Significance of Research

This study has significance benefits in term of theoritical, practical, and

pedagogical. It also would give significance to the teacher, students, and the

readers. The following are some of the benefits of this study.

1. Teacher

By conducting this study, it would provide an interesting new reference

for English teachers especially for pre-service teachers and inservice teachers

in maximizing the implementation of kahoot! as an alternative vocabulary

learning at present.. Practically, it would guide English teachers in practicing

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 vocabulary using Kahoot! to students which can motivate their understanding

of English vocabulary. So, this study would give an idea and the way to

develop various teaching media which can be used in the classroom so that the

students can be interested in learning English particularly in vocabulary.

2. Student

By conducting this study, students will obtain new interesting learning in

the classroom so it would make them more enthusiastic in learning English

vocabulary. For the English teachers, this study can be a point of view about the

obstacles commonly faced by the teachers in order to improve or optimize

students’ vocabulary by using such media. However, using Kahoot! may be a

strategy to solve a problem when they face difficulties to learn English

vocabulary.

3. Reader

By conducting this study, it would provide information for the readers

about the common problems faced by the teacher in using game as teaching

media such as what the most they used and the reasons why they use it. It is

not only in using the theory but also in direct practice. Therefore, it would

give the knowledge about the situation in the teaching and learning process of

English especially in vocabulary when it used game as teaching media.

F. Clarification of Terms

There are three terms in this study stated as follows:

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1. Kahoot!

Kahoot! is a game-based learning platform that is used as an educational

technology in schools and other educational institutions. Kahoot! is educational

software that has the potential to prepare multiple choice quizzes, online

questionnaires, discussions or examinations, and allows students to work

together on research topics (Bicen and Kocakoyun, 2018). Moreover, Chen, et al

(2017) added that Kahoot! is able to encourage broader and active student

participation so that it can be defined as a student response system. Further,

Kahoot! can be accessed easily through a web browser or the Kahoot! apps.

2. Vocabulary

Neuman & Dwyer (2009: 385) cited vocabulary as “words we must know

to communicate effectively; words in speaking (expressive vocabulary) and

words in listening (receptive vocabulary)”. According to Alqahtani (2015)

vocabulary is the total number of words needed to communicate ideas and

express the meaning of the speaker. In short, as English learners we must convey

meaning through the words we read. This is similar to Nattinger in Sanusi

(2009) which stated that guessing vocabulary from context is the most frequent

way of discovering new word meanings. Finally, Hornby (2005) stated that

vocabulary is all words in a particular language that someone knows or uses

when they talk about a particular subject.

3. Quasi Experimental Research

Quasi experimental designs are partly but not fully true experimental

designs. They control some but not all of the sources of internal validity (Saleh,

7
2012). According to Cresswell (2014), “in quasi experiments, the researcher

used control and experimental groups but did not randomly assign participants to

group (e.g. they may be intact groups available to the researcher)”. Quasi

experimental research might look very much like true experimental research

since it involved the manipulation of an independent variable (Oxford

Dictionary, 2011).

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 CHAPTER II

LITERATURE REVIEW

A. Kahoot!

1. Definition

Kahoot! is one of the well-known game-based learning platform as a part

of digital learning media which is very user friendly for both educators and

learners. It is an innovation of Johan Brand, Jamie Brooker and Morten Versvik

in collaboration with the Norwegian University of Technology & Science

(Wikipedia, 2017). The platform is a result of the Lecture Quiz research

project initiated at the Norwegian University of Science and Technology in

2006, where multiple prototypes were developed and evaluated through

experiments over several years (Wang, Øfsdal, & Mørch-Storstein, 2007).

The Kahoot! game-based learning platform was released in September

2013.

Kahoot is a game based classroom response system played by the whole

class in real time. It also can be defined as the response system of the student. It is

a tool for using technology to administer quizzes, discussions, or surveys.

9
Multiple-choice questions are projected on the screen. Multiple choice questions

may be formulated in debate format using the Kahoot application, and can be

played with all students (Bicen, 2018). Students will answer the questions with

their smartphone, tablet, or computer.

In addition, essential requirements for the platform was that it

should be straightforward for teachers to create own content, play quizzes

and assess the students, and for the students to join without need to

register but just sign in on the web address to access the platform, play

without embarrassment (anonymously), have fun, be competitive, and

learn (Wang, 2015). Even though it is a simple free multimedia online media

for both teachers and students, the character is limited up to 95 for questions and

60 for answers. This quiz maker media containing various media such as

pictures or videos which can be limited for its time to answer the questions

provided. Here are some steps how to conduct Kahoot! application:

a. Access www.kahoot.com both for teacher and students.

b. On teacher’s device, click ‘Log in’.

c. After the teacher has got access to her account, choose which section to be

played (e.g: Things in the Living Room and Dining Room).

d. Click the game title then click ‘Play’.

e. Choose players options (Player vs Player 1:1 Devices) or choose ‘Team vs

Team Shared Devices’. It depends on students’ device availability.

f. Click ‘Player vs Player 1:1 Devices’ then from teacher’s device will display

the game PIN for students’ access.

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 g. Each students should access kahoot. Then enter the game PIN.

h. After that, enter the ‘Nickname’ then click ‘OK, go!’

i. From teacher’s device, student’s name who has registered their PIN will be

shown on teacher’s device; and so the other players.

j. From the teacher’s device, click ‘Start’ to conduct the quiz.

k. The teacher displays the question one by one.

l. Each questions will have time span for about 15 seconds to discuss the

correct option.

m. Each group will answer the question by clicking the correct options (A, B,

C, or D) on the screen fast.

n. After each students has submitted their option, the quiz will submit the

answers and display the chart which one has answer the question fastest and

correct.

o. At the end of the quiz, it will display the result which students have the

highest score and be the winner.

2. Gamification Learning Approach through Kahoot!

In the context of education, the penetration of games to learn activities,

also widely known as gamification, refers to the use of pedagogical systems that

are developed with gaming designs but implemented within non-game contexts,

including education (Deterding et al. In Lin, Ganapathy, & Kaur, 2018). A game

based feedback tools like experience points, progress bars, badges, and

achievements are motivating and meaningful to students. Games usually offer

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more consistent feedback, both immediate and delayed, than does the traditional

learning (Perry in Endarto, 2018).

In addition, the common aim of using gamification is to make the learning

process more attractive to learners. The gamification is done by temporarily

transforming the classroom into a game show as shown on TV, where the

teacher plays the role of a game show host and the students are the competitors.

In case of the purpose, Flores (2016) stated that the main objective of

gamification is to increase the participation of a person during an activity

and provide motivation by integrating game elements such as prizes or awards

and leaderboards.

As technologies grow globally, gamification has been wider in such

platform application including Kahoot!. Chen, et al (2017) stated Kahoot

fostered wider and active student participation, and yet provided students with

the opportunity to retain their most desirable personal choice of participation.

Kahoot! provides students with a fun and interactive way to learn classroom

material. More specifically, Kahoot! can be used to:

a. Present a new topic by assessing what students already know about the topic

and what areas they should know.

 Kahoot! can survey students prior to a course lecture to determine

whether students have an understanding of the topic. It also can guide

instructors in selecting their lecture content and identifying the key

points to emphasize.

b. Help with vocabulary terms, terminology, and definitions.

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  Because Kahoot! focuses on fast paced questions, it can assist students

with learning course-related vocabulary, terminology, and definitions.

c. Poll students about their opinions.

 Kahoot! allows instructors to present opposing sides or viewpoints of an

argument or dilemma. This presentation is ideal for courses using case

studies as there might be different solutions to the problem. Taking poll

also saves valuable class time that can be used for student discussion.

d. Review for an examination or test.

 Students like the ability to review class material in a game format.

Kahoot! helps them retain the material because it is presented in a fun

and entertaining manner. Because each game can be played more than

once, instructors can repeat the game as a way to enable students to

understand why their previous answers were incorrect.

e. Learn information in sequential order.

 Kahoot! recently launched a Jumble mode, which allows students to put

things into consecutive order. This allows instructors to ask questions

about chronological or progressive order.

3. Previous Studies of Applying Kahoot! in Teaching & Learning Process

There have been some studies related with the implementation of

Kahoot!. Su (2015) has investigated the effectiveness of the use of gamefied

approach to influence science learning. The study employed three classes of

Taiwanese students, all taught by the same teacher and divided into two groups:

a control group and an experimental group It was later shown that using a

13
gamified technology to teach science topics improved the learning performance

and student motivations resulting in a good level of achievement upon the

expected scoring standard.

Another study that supports the use of this method was reported by Yip

(2006). Their study focusing on 100 students, who used web-based vocabulary

instruction that included games, found that the experimental group

outperformed the control group on the vocabulary posttest which results in a

suggestion that Kahoot! may be an effective media for vocabulary instruction

and to improve the students’ motivations and results.

Another study is written by Wang (2015), who did the study on 126

university students by using two cases which were about (1) applying the

Kahoot! once after 45 minutes lecture and (2) applying the instructional media at

the end of each and every lecture for the whole semester. It was later found that

57% of the 126 students who participated in the study said that they would

continue playing Kahoot! after every lecture and 75% of the students felt that

they learnt something from playing the use of the app. Similarly, Damara (2016)

agrees this by reporting her research conducted to 66 students of Movie

Interpretation class that Kahoot! was also beneficial for ice breaker because it

was so interactive and able to increase the students to learn materials deeper

in Movie Interpretation subject. In addition, the design and template of the app

are simple, even for informal occasions.

The latest research conducted by Bicen (2018) found that the interest and

ambition of 65 undergraduate students studying at the Department of Preschool

14
 Teaching increased the interest of the students in the class, as well as their

ambitions to succeed. In addition, this method was also found to have a positive

impact on the student motivations. Furthermore, the results of this study

indicated that the Kahoot! application can be used effectively for gamification

method.

According to the studies above, the studies have indicated that Kahoot!

can be a good method to teach any English subject matters. Especially, the last

two studies have shown that Kahoot! can be used in the area of teaching and

learning language skills.

B. Vocabulary

1. Definition

Vocabulary is the first and most important component in learning a new

language. According to Lehr, Osborn, & Hiebert (2004), vocabulary refers to the

types of words students must know to read texts that increasingly demand

understanding. This is in line with Neuman & Dwyer (2009: 385) who cite

vocabulary as "words that we need to know to communicate effectively; words

in speaking (expressive vocabulary) and words in reading (receptive

vocabulary)". Not only understanding someone's words, but we also need to

convey vocabulary. Students use the words they read to understand the words

they will eventually print. Vocabulary must be more than just identifying or

labeling words. However, it is more in the form of conveying the meaning of the

words we say and to help students construct the meaning of the words and ideas

that these words represent.

15
 By understanding words and their relationship to concepts and facts,

students will gradually develop their skills which will help them to understand

the meaning of vocabulary. Words that are deemed appropriate are words that

can be understood by students and are coherent with their level of proficiency

(Allen, Namara, & Crossley, 2012). In terms of vocabulary acquisition, input

needs to convey meaning and can be understood so that students can attach

forms to meanings (Ismail, Zaid, Mohamed & Rouyan, 2017). In addition,

Alqahtani (2015) also highlighted that vocabulary is the total number of words

needed to communicate ideas and express the meaning of the speaker. In short,

as English learners we must convey meaning through the words we read. This is

similar to Nattinger in Sanusi (2009) stating guessing vocabulary from context is

the most frequent way of finding new word meanings.

In short, vocabulary plays an important role of communication. A student

with an inadequate vocabulary size will not perform well in every aspect of the

language itself (Susanto, 2017). Therefore, one way of all English language

skillss to obtain good language learning abilities is by mastering vocabulary

because we will be able to convey ideas and meanings easily.

2. Teaching Vocabulary using Game

To learn languages more easily, we must have a specific strategy.

Students must use various strategies to be successful in their learning process

(Zhelyazova, 2011). Games are used as a strategy to involve students in

learning. Well-chosen and well-designed games are very valuable because they

provide breaks for students and at the same time allow students to practice

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 language skills. Huyen (2003) identified the advantages of using games to learn

vocabulary in the classroom, such as:

a. Games add relaxation and fun, so the learners retain words more easily.

b. Games involve friendly competition, so it keeps learners interested and

motivated.

c. Vocabulary games bring real world context to the classroom.

Drake (2012) adds that active learning in education provides several

benefits for conceptual development, but only to the extent that it facilitates

meaningful learning. Active learning techniques should be considered as part of

a toolbox that can help facilitate mastery of the material, but only if used

appropriately. Another benefit of teaching vocab using games is that games

motivate students because most students do not like to memorize techniques

because they are boring but the game is fun and students are taking a break

from the usual routine vocabulary sessions (Akdogan, 2017). Teaching

vocabulary using games can have beneficial benefits because we not only learn

knowledge but also have fun with learning media as well.

C. Framework of Thinking

In the present study, the framework of thinking is carried from the idea that

vocabulary is a crucial thing in learning English (Risnawati, Nuhung, & Thamrin,

2014). It is a key to communicate with others so that mastering English vocabulary may

help the students to build up their ideas easily. Hal ini sesuai dengan apa yang

dinyatakan oleh Linse (2016:121) bahwa “vocabulary is the collection of words that an

individual knows”. It can be defined that vocabulary is list of words or phrases that can

17
be used to describe everything in communication, so we can communicate with other

people. To communicate with other people, everyone needs to know vocabulary.

Without vocabulary, people cannot express their ideas or feelings. Ones who master

enough vocabulary will face fewer difficulties than those who have less vocabulary.

Moreover, vocabulary has an important role in the teaching learning process,

particulary in English language. Teaching English vocabulary are provided to

students in order to help them in developing the four integrated skills in English such

as Listening, Reading, Speaking, and Writing. However, there are several problems

faced by teachers in teaching vocabulary. One of the problems is that the lack of

student motivation on participating in learning so that the level of student

comprehending of vocabulary is not in accordance with teacher expectations. It is

because teachers' teaching techniques are still fairly traditional so students tend to

feel bored and stressed when studying in class. Therefore, teaching vocabulary

should be given in appropriate and interesting ways. The use of media could help the

teacher deliver material in the classroom. Selective media properly will be useful to

build students' interest and motivation in the learning process. One of the media that

most students like is games.

In this study, Kahoot! is expected as games based learning which able to

improve students’ motivation in learning English vocabulary items so that it also can

optimize students’ vocabulary comprehension. Chen, et al (2017) stated that Kahoot!

fostered wider and active student participation, and yet provided students with the

opportunity to retain their most desirable personal choice of participation. In short,

18
 Kahoot! can be an alternative solution to have a class engagement become more fun

to learn English vocabulary.

After discussing the positive reference in regard to the use of Kahoot! above,

the writer expects to have same good results, but in a different area of research

subject, which may later result in different findings. The writer is then concerned to

be willing to help senior high students to optimize their vocabulary comprehension by

conducting the study to examine the significant different in optimizing vocabulary

comprehension of the tenth grade student in SMAN 1 Karawang who are taught

without using Kahoot! as games based application and those are taught using Kahoot!.

D. Hypothesis

This study has two hypotheses. The two hypotheses are null hypothesis (Ho)

and alternative hypothesis (Ha) that stated as follows:

1. Null Hypothesis

 Ho : There is no significant different of using Kahoot! in optimizing

students’ vocabulary comprehension at the tenth graders of SMAN 1

Karawang.

2. Alternative Hypothesis

 Ha : There is significant different of using Kahoot! in optimizing students’

vocabulary comprehension at the tenth graders of SMAN 1 Karawang.

If T-test score is bigger than T-table, the alternative hypothesis (Ha) is

accepted which means that the difference is significant. However, if T-test score is

smaller than T-table, the alternative hypothesis (Ha) is rejected and the null

hypothesis (Ho) is accepted which means that the difference is not significant.

19
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This study employed a quasi experimental research design with

quantitative approach in order to examine students’ vocabulary comprehnsion

after using Kahoot! as the strategy in optimizing the vocabulary skill. The

researcher uses quasi experimental design because this design is more generally

used appropriate with school schedules and logistical problems (Cohen, Manion,

& Morrison, 2007). Although it is not true experiments, it provides reasonable

controlled over most sources of invalidity and it is usually stronger than the pre

experimental design so that the validity of conclusions can be drawn from the

study (McMillan and Schumacher, 2006). Further, quasi experimental is a design

where the researcher is able to control the treatment but is not able to randomly

assign the subject of the treatment (Ary, 2010).

Apart from that, Quasi experimental design focuses on treatment and

outcome, hence the data take from pre test and post test in order to know whether

the use of Kahoot! can optimize students’ vocabulary comprehension. In this

research design, there are two kinds of classes used as experimental group and

controlled group. The experimental class were observed and given treatment by

using Kahoot! and the controlled class were observed without using Kahoot!.

B. Participant

This study was conducted at SMAN 1 Karawang. It is a senior secondary

school which located in Jl. Jenderal Ahmad Yani No. 22, Nagasari, Kec. Karawang

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 Barat, Kab. Karawang, Jawa Barat. Furthermore, the participant of the study were

the tenth grade students who were selected through the purposive sampling

technique. The researcher chooses two classes as the subject of the study by

referring to the student's average pre-test score, especially on the topic of

introducing yourself that is still low even is still very far from the minimum

criterion mastery set by the school.

C. Population and Sample

As the study was conducted in the first grade students of SMAN 1 Karawang,

the range of the subject populations were about nine classes of X MIA, X IIS, and X

BAHASA. From the population, the students in the X MIA 1 and X MIA 3 classes

were intentionally selected as the sample of the study since it was the two classes

from nine classes that have the lower score of pre-tests conducted by the school in

tenth grade. Thus, purposive sampling technique were applied in determining the

samples. Furthermore, class X MIA 1 was taken as controlled group and X MIA 3

was taken as experimental group.

D. Instrumentation

The research instrument is a tool chosen by the researcher to assist in

gathering data. The following are the detailed research instrument used by the

researcher.

1. Test

Test is draft of question or drill used for to know the skill, intelligence

and ability of individual of group (Arikunto, 1997 : 18). In this case, there are

two tests which are used by the researcher, pre-test and post-test. The test was

21
 used by the researcher to determine the students’ improvement on vocabulary

comprehension after applying Kahoot! in teaching and learning process,

especially on the topic of introducing yourself. The pre-test was given before

doing an experimental research study or before teaching by using Kahoot! and

the post-test was given after doing the treatment or after teaching by

Kahoot!. Before instrument was used to collect the data, the researcher, firstly,

have to Try-out test to the tenth grade students of SMAN 1 Karawang.

According to Mouly’s as quoted by Sidik, a Try-out test is necessary since

the result will be used to make sure that the measuring instrument has such

characteristics as validity and reliability (Sidik, 1994 : 33).

2. Questionnaire

Questionnaire was used by the researcher to find out the students'

responses after they have been taught vocabulary using Kahoot! application.

This questionnaire was given to the students at the end of the study. The

questionnaire consists of 10 statements that must be answered by students by

choosing 5 options namely; AA = Absolutely Agree, A = Agree, NS = Not Sure,

D = Disagree, and AD = Absolutely Disagree.

E. Research Procedure

The data for this study is obtain from the student scores of vocabulary pre

test and post test as well as questionnare. The following are the detailed research

procedure in collecting the data.

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 1. Giving pre-test

Pre test is conducted at the first time before the researcher apply the

treatment in experimental and controlled class. The researchers gave Pre-Test to

the students to know the students’ ability in understanding vocabulary about

introducing yourself after they were taught by using a conventional method.

2. Giving treatment

After conducting pre-test, the researcher give treatment to experimental

class. Experimental class were given treatment by using Kahoot! and controlled

class without using Kahoot!.

3. Giving post-test

After giving the treatment, the researcher provide a post-test to

experimental and controlled class. By giving the post-test, the researcher know

whether the implementation of Kahoot! in teaching vocabulary has a significant

role in optimizing students’ vocabulary comprehension or not. Afterward, the

result of pre-test and post test will be scored by the researcher and classroom

teachers. It’s done in order to have the value is given can be valid.

4. Giving Questionnaire

The questionnaire was given to the students to know the students’

responses toward the use of Kahoot in teaching and learning vocabulary. It was

given at the end of learning after the students did their post-test.

5. Data Analysis

After conducting pre and post test, the next step is analyzing the data. In

conducting a research, it is necessary to analyze the data in order to interpret the data

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obtained from the study. The data analysis is carried out in order to answer the

research problem with the data obtained through pre and post test. In line with this,

the resercher analyzes the data by using independent sample t-test. Since the samples

are small and the groups are independent, the independent samples t-test is carried

out to examine the significant difference on the students’ vocabulary comprehension

between experimental class and controlled class.

The researcher used SPSS 21 versions to ease calculation the data. The

formula of t-test as follow (Sudijono, 2006):

Notes:

M1 = Mean of Variable X (experimental class)

M2 = Mean of variable Y (controlled class)

SE M1 = Standard Error Mean of Variable X (experimental class)

SE M2 = Standard Error Mean of variable Y (controlled class)

To prove the hypothesis, the data obtained in experimental class and

controlled class are calculated by using p-value. P-value is error value obtained from

statistical calculations with assumption as follows (Riduwan et al., 2011):

a. If p-value > error of degree (α) 0.05, the null hypothesis (Ho) is accepted and

alternative hypothesis (Ha) is rejected. It is proven that there is no significant

different of using Kahoot! in optimizing students’ vocabulary comprehension at

the tenth graders of SMAN 1 Karawang.

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b. If p-value < error of degree (α) 0.05, the null hypothesis (Ho) is rejected and

alternative hypothesis (Ha) is accepted. It is proven that there is significant

different of using Kahoot! in optimizing students’ vocabulary comprehension at

the tenth graders of SMAN 1 Karawang.

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 REFERENCE

 Wang, A. I., & Tahir, R. (2020). The effect of using kahoot! for learning–A literature

review. Computers & Education, 103818. doi:10.1016/j. compedu. 2020. 103818

 Mansur. M., & Fadhilawati. D. (2019). Applying Kahoot to Improve the Senior High

School Students’ Vocabulary Achievement. Voices of English Language Education

Society,164-173. doi:10.29408/veles.v3i2.1591.g933

 Wibisono. D. (2019). The effects of kahoot! in teaching reading to tenth grade

students. Magister Scientiae. Edisi No. 45. ISSN: 2622-7959

 Hou, Y. (2018). Integration of Kahoot into EFL Classroom. Communications in

Computer and Information Science, 31–37. doi:10.1007/978-3-319-92285-0_5

 Putri, Adinda Riezky. (2019). The Effectiveness of Using Kahoot Game to Improve

Students’ Vocabulary Comprehension ((A Quasi-Experimental Study at the Seventh

Grade Students of SMP Negeri 15 Semarang in the Academic Year of 2019/20120).

Final Project. English Department. Faculty of Languages and Arts. Semarang State

University. Advisor: Novia Trisanti, S.Pd., M.Pd.

 Carter. N. M. P. (2017). eTools: Using Kahoot! in the Classrom. Texas Tech

University

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