The The Effect of Using Kahoot on Students‘ Reading Achievement: a Quasi-Experimental Study

Abstract

Gamification in English Language Teaching (ELT) is a pedagogical strategy that uses game design and features to improve the learning experience and engage students in a more dynamic and engaging style. However, teachers rarely maximise the use of games in the English teaching and learning process, whereas the use of games is very helpful for students
to understand the material easily and fun. this research is to measure whether there is difference on students’ reading achievement between those who are taught by using Kahoot and those who are taught by using Quizizz at one of the senior high schools in Banjarmasin. This research used a quantitative approach by applying a Quasi Experimental design. The samples in this research were 74 students based on purposive sampling technique. Thirty-seven students of XI were included in the experimental class and control class. Data collection was used by analysing the results of pre and post-tests that were tested followed paired sample test and intepretation hyptohesis testing. Based on the findings Independent sample t-test, it was discovered that the sig value was 0.04 and the t-test calculation was 2.101, with the t-table being 1.672 for df = 56 at a significance level of 0.05 (95%). It confirmed that there is a difference on student reading achievement between those who are taught by using Kahoot and those who are taught by using Quizizz in class XI. Therefore, teachers and students should maximise the use of kahoot in the teaching and learning process at school