Journal of Contemporary Issues in Primary Education (JCIPE)

Vol. 2, No. 1, June 2024, page: 87-93

E-ISSN: 3026-4014

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Artikel Penelitian

Naskah dikirim: 10/08/2024–Selesai revisi: 19/08/2024 –Disetujui: 20/09/2024 –Diterbitkan: 28/09/2024

The effect of kahoot application towards students’ reading comprehension at the

Eleventh Grade of SMAN 1 Cijaku Lebak Banten in Academic Year 2023/2024

Siti Robeah Adawiah

Nur Azmi Rohimajaya

, Riandi

1, 2, 3

Universitas Mathla’ul Anwar Lebak Banten

e-mail:

robeahadawiah22@gmail.com

e-mail:

nurazmirohimajaya@unmabanten.ac.id

e-mail:

rianriandi@yahoo.com

Abstract:

This research paper aims to investigate the effect of kahoot Application towards

students’ Reading Comprehension at the Eleventh Grade of SMAN 1 Cijaku Lebak Banten in

Academic Year 2023/2024. The method used in this research was quantitative method. The

design of this research was quasi-experimental design and cluster random sampling: the

researcher has chosen two classes are a control class and an experimental class. The technique in

choosing the sample is cluster random sampling; the researcher used XI IPS 1 (31 students) as

class control and XI IPA 2 (36 students) as class experimental. The experimental group was

taught recount text in Reading comprehension used kahoot application, whereas the control

group was taught used wordwall.

In analyzing the data, the researcher used independent sample

t-test by SPSS 25.0 statistical computation to analyze the hypotheses test.

The researcher has

found the result t-count (1.727) and Significant two-tailed = 0.044 < α 0.05. From these data

could be interpreted that there is a significant difference between the two groups in obtaining

scores, because the result is a significance value of less than 0.05, which means Ha is accepted.

According to the criteria of the test, it could be concluded that there was progress in the effect of

kahoot Application towards students’ Reading Comprehension at the Eleventh Grade of SMAN

1 Cijaku Lebak Banten.

Keywords

: Kahoot Application, Reading Comprehension, Recount text.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

Journal of Contemporary Issues in Primary Education (JCIPE)

Vol. 2, No. 1, June 2024, page: 87-93

E-ISSN: 3026-4014

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1. Introduction

English is a widely spoken international language that is used by the majority of people worldwide.

English, being an instrument of global communication, is essential for those residing in countries where it

is considered a foreign language, such as Indonesia. According to Ismail et al. (2017) state that English is

a global language that is becoming more commonly utilized for printing information at the information

processing stage the required subject of English imparts its abilities throughout four categories: hearing,

speaking, reading, and writing. Reading is a fundamental ability in language acquisition that pupils

must become proficient in to understand the lesson. Proficiency in English reading. According to

Setiawan & Rohimajaya (2014) said; ‘Reading is an activity to capture the reading of

information expressed or implied in the form of literal, inferential, evaluative, and creative of

reading comprehension by drawing on the experience of learning to read’.

Demirbilek & Kesr (2022) argue that a proficient educator must possess expertise in digital

literacy in order to effectively adapt to the demands of the modern day. The focus of education

for generation Z is to promote the development of 4C skills, which include Creativity,

Collaboration, Critical Thinking, and Communication. With the progression of technology,

educators are now integrating online games into foreign language instruction to enhance student

engagement, improve focus, and foster an interactive learning atmosphere. The student’s in class

XI SMAN 1 Cijaku experienced the problem difficulties experience by students in learning to

read, Particularly in the case of class XI, it was seen that a significant number of students

struggled to comprehend texts, particularly descriptive ones. This was mostly due to their limited

vocabulary and their inability to grasp key concepts, which hindered their understanding of the

content. Consequently, the issue lies in the fact that teachers possess insufficient expertise in

utilizing technology-based media, resulting in their continued reliance on traditional approaches.

An effective technological innovation for improving students' reading skills in this study was the

utilization of Kahoot. According to Rueb et.al (2018) asserted that the utilization of educational games

and media facilitates the development of interactive and meaningful learning processes.

Kahoot

Application

Kahoot is a website presented in the form of an online game such as a quizz. The kahoot

application is currently popular, engaging students and teachers through learning materials like games,

quizzes, surveys, and opinion polls. According Iwamoto & Darren (2017), Game-based learning has the

capacity to serve as an exceptional learning instrument due to its ability to engage both visual and verbal

faculties. Teachers can utilize Kahoot as a means of initiating engagement and enhancing students'

motivation at the outset of the learning process.

Teachers can utilize Kahoot as an evaluative instrument to gauge students' comprehension of the

subject matter. Consequently, educators have the ability to evaluate students' understanding by utilizing

quiz, discussion, or survey functionalities.

1. The Purpose of Kahoot

There are several purposed of kahoot. According to Jamiludin at.al (2020:8), the goal of utilizing Kahoot

in teaching pupils is as follows:

Stimulating students' interest entails fostering their enthusiasm and motivation to actively

participate and compete in answering questions due to the engaging nature of the activities.

The kahoot is utilized to gauge students' engagement, evaluate their comprehension of the material

taught by teachers, and track their progress towards learning objectives.

The learning process becomes more engaging and stimulating while using Kahoot.

Reading comprehension

Samsu (2011) stated that reading comprehension is a multifaceted cognitive process that

encompasses two primary skills: the capacity to comprehend meaning and analyze linguistic concepts.

The main objective of reading comprehension is to enhance students' proficiency in comprehending the

Journal of Contemporary Issues in Primary Education (JCIPE)

Vol. 2, No. 1, June 2024, page: 87-93

E-ISSN: 3026-4014

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English language as it is employed in written texts. Dalman (2013) defined reading comprehension as the

process of comprehending the content of a written text. The objectives encompassed acquiring specific

information and facts, grasping the central concept, comprehending the structure and sequence of the text,

deriving a conclusion, identifying a classification, and analyzing comparisons or inconsistencies.

1. Types of Reading Comprehension

According to Fahmi (2022: 82) categorizes reading performance into four distinct kinds: perceptive,

interactive, intensive reading, and extensive reading.

Based on the statement above, the research indicates that there are four categories of reading

comprehension: perceptive, interactive, intense, and extended reading. Researchers primarily focus on

utilizing intensive reading and extensive reading as methods to enhance students' reading

comprehension, based on the aforementioned forms of reading comprehension. Intensive reading is

employed when focused concentration is necessary to get precise details about the topic or issue under

examination. Meanwhile, considerable reading is employed when a thorough or superficial

understanding of a subject is needed.

2. The Purpose of Reading Comprehension

a) Engaging in reading to get basic knowledge for research purposes. When we engage in reading to

search, our usual approach involves scanning the text to locate a particular piece of information or

a certain phrase.

b) Reading to skim quickly

c) to learn from text

d) Reading in order to assimilate information, compose, and evaluate written works

3. Strategies in Teaching Reading Comprehension

Dymock and Nicholson (2010) state that high five approaches are a user-friendly solution specifically

developed to enhance students' overall skills. The following five techniques are included:

a. Activating Background Knowledge Questioning

b. Analyzing Text Structure

c. Creating Mental Image

d. Summarizing

Based on the strategy of reading comprehension above, the research has used questioning and

summarizing for students reading comprehension.

2. Research of the Method

The researcher employed a quantitative technique in this study. Creswell (2014) asserts that in

quantitative research, the researcher exercises control over the subject of investigation. Request

participants to provide precise and focused responses to a specific issue. Gather measurable data from

them. Analyze these numerical values using statistical methods in an unbiased and impartial manner.

Variables and hypotheses are intrinsically linked to quantitative research objectives, which are

quantifiable. Variables are abstract ideas that might have several values, while hypotheses are

unverified assertions or claims concerning the interaction between variables.

The study used a quasi-experimental approach with two independent variables. This study

employed a sample consisting of two classes, which were divided into two distinct groups: the

experimental group and the control group. White & Sabarwal (2014:2) state that quasi-experimental

procedures, which entail the establishment of a comparison group, are commonly employed when it

would be impractical to divide subjects into independent groups for the purposes of treatment and

control.

The researcher was conducted from mei until june, the population on this research is the

Eleventh Grade of SMAN 1 Cijaku Lebak Banten in Academic year 2023/2024, and the sample was

taken for two classes, wich is XI IPA 2 as an experimental class & XI IPS 1 as a control class. Both of

them given the pre-test and post-test while class XI IPA 1 given the instrument and reading test, it does

for proving whether the instrument valid or not.

Journal of Contemporary Issues in Primary Education (JCIPE)

Vol. 2, No. 1, June 2024, page: 87-93

E-ISSN: 3026-4014

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Table.1 Sample of the research

Class

Group

Students

XI IPA 1

Experimental group (Kahoot)

XI IPS 1

Control group (wordwall)

Total

Table.2 Respondent of Validity and Reliability test

Class

Respondent

XI.MIPA 2

Based on the table above, the author taken two classes to measure this study. The researcher took

two classes The researcher decided that the XI IPA 1 class to be used as the experimental group with the

implementation of the Kahoot Application, while the XI IPS 1 will use the control group with the

implementation of a wordwall teaching technique. So the sample of this research is 67 students, and the

respondent for validity and reliability is 37 Students.

3. Results and Discussion

The pre-test and post-test consisted of 35 students and the following table describes the outcomes

of the students' pre-test and post-test scores for the experimental class and control class, the following are:

Picture 1. Descriptive statistics

From the picture of the descriptive statistics result, the numbers of respondents are 35 students. In

the pre-test of experiment the maximum is 75, minimum 60, the range 15, mean 67.00 and the Std.

Deviation is 7.583, while the minimum value of post-test of experimental class is 65, maximum 75, range

10, mean 69.00 and standard deviation 4.183. Furthermore, the minimum value of pre-test of control class

is 50, maximum 75, range 25, mean 62.00 and standard deviation 9.083, while the minimum value of

post-test of control class is 60, maximum 75, range 15, mean 67.00 and standard deviation 5.701.

In this research, the analysis of data used analysis t-test. The author used normality test and

homogeneity test before calculated the T-test. The purpose of both of analysis is as pre-requirement of

research analysis. Based on the calculation of SPSS 0,25 programe, the data was distributed normally and

homogenous, therefore to find out the hypothesis (T-test) this research used parametric statistics, and the

output of T-test by SPSS 0,25 programe are below.

Journal of Contemporary Issues in Primary Education (JCIPE)

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Picture 2. Paired sample T-test

Based on the output of PSS 0,25 version above, it could be seen that sig. value <.001 = <a 0.05 so

Ha is accepted and Ho is rejected. It means, there is any significant effect of using kahoot Application

towards students reading comprehension.

Picture 3. Test of Homogeneity of Variance

Picture 4. Independent Samples Test

The results of the Levene test above show that the Levene test value is 0.217 > 0.05 which means it

is not significant or in other words the variance of the two groups is the same. Therefore, what must be

seen is the t value in the first line (Equal variances assumed), namely: 1.727 with Df 65 and a significance

two-tailed is 0.044, This implies that the significance level (Sig) of the two-tailed test is 0.044, which is

less than 0.05. Therefore, Ha has been accepted. Put simply, the Kahoot program has a notable the effect

on the reading comprehension of eleventh-grade pupils at SMAN 1 Cijaku.

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4. Conclusion and Discussion

Based on the study results presented in the preceding chapter, the researcher had the conclusion

of the research, there are: First, the author tries to converse with students in English in both classes

in order to gauge their proficiency in the language. After chatting with the students, the researcher

found that most of them struggle with reading. The pre-test average for both classrooms was 67,00,

indicating that most students' reading in both the experimental and control class was still below

average. The research found a number of issues that lead to students' below the Standard English

reading comprehension. The issues include boring instruction that made students lose interest in

their studies, lack of motivation to learn English because they think it's one of the hardest subjects

to learn, and the fact that most of them find it hard to communicate in English because many words

have different pronunciations and forms.

Second, the author found that after studying English reading comprehension using kahoot

Application, the students had improved based on the research findings. The effect of kahoot

Application towards students’ reading comprehension is employed to help student learn how to talk

appropriately. The result of post-test in the control class indicated that while many students had

improved their reading, but they had not done as well as the experimental class. Out of 35 students

in each class, the experimental class received a total score of 69.00, while the control class had a

total score of 67.00. Students in XI IPA1 who took the experimental class had an average post-test

score of 2.475, which is above average. In contrast, the control class's average post-test score for

students in XI IPS1 was 2.025. The aforementioned result demonstrated that the students' pre-test

reading score fell short of expectations. Reading in the experimental class significantly improved in

the post-test. It is evident from the results that there is a significant difference between the pre-test

and post-test. While the control class did show some improvement, it was not as noticeable as the

experimental class. It proved that students may enhance their reading comprehension by using the

kahoot Application.

5. References

Creswell, J.W. (2014). Research Design. Qualitative, Quantitative and Mixed Methods Approaches

Edition. Linco In: Sage Publications

Chaiyo, Y., & Nokham, R. (2017). The Effect of Kahoot, Quizizz and Google Forms on the

Students’ Perception in the Classroom Response System.

Dalman. (2013). Keterampilan Membaca. Jakarta: Raja Perindo Persada.

Dymock, S., & Nicholson, T. (2010). High 5! Strategies to Enhance Comprehension of Expository

Text. The Reading Teacher, vol 64 (3), 166-178.

Demirbilek, M., & Kesr, S. (2022) Leadership Expectations of Generation Z Teacher Working in

Educational Organizations. Research in Educational Administration & Leadership, vol 7 (1),

209-245. Retrieved https://dergipark.org.tr/en/pub/real/issue/69243/1021310 .

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proses Evaluasi Belajar. Amal Ilmiah: jurnal pengabdian kepada masyarakat, vol 1(2). 63-

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