Appealing Grammatical Competence: Exploring the Effectiveness of Kahoot! on Young Learners’ Language Proficiency

Gabriela Micheline Slikker; Maya Marsevani; Leil Badrah Zaki

doi:10.23887/jpbi.v12i3.79929

Authors

Gabriela Micheline Slikker Universitas Internasional Batam, Batam, Indonesia
Maya Marsevani Universitas Internasional Batam, Batam, Indonesia
Leil Badrah Zaki Universitas Internasional Batam, Batam, Indonesia

DOI:

https://doi.org/10.23887/jpbi.v12i3.79929

Keywords:

Classroom Action Research (CAR), grammar skills, Kahoot!, Young Learners

Abstract

The problem addressed by this research is the need for engaging and effective methods to enhance grammar learning among primary students. The research aims of this study were to investigate the feasibility of using Kahoot! as a tool to improve grammar classrooms, especially for young learners, in the only English course that uses books published by the Cambridge University Press. Six elementary students at the A2 level of English participated in one of English course choosen as subject. The data collection methods included pre-tests, post-tests, and semi-structured interviews. Researchers implemented Kahoot! four times during the study. The CAR was carried out in one cycle, as the results from this cycle were deemed sufficient. The instruments used for data collection were pre-tests, post-tests, and semi-structured interviews with the teacher. Data analysis involved comparing pre-test and post-test results to measure improvement and transcribing interview responses to gather qualitative insights. The main results revealed a significant improvement in students' grammar performance. The average score increased from a "poor" category in the pre-test to an average of 93 in the post-test, which falls under the "very good" category.The conclusion drawn from the study is that the use of Kahoot! has a positive impact on young learners' grammar learning and behavior. The implications of this research suggest that future studies should explore modifications of this approach to other different language skills to further enhance student learning outcomes.

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