The Effectiveness of Kahoot! for Fourth Grade Students’ Vocabulary Mastery at MI Mambaul Ulum Dahu

Abstract

Vocabulary mastery is an essential aspect of English language learning because it supports students’ ability to understand, communicate, and develop other language skills. However, many elementary school students experience difficulties in acquiring and retaining English vocabulary. This study aims to examine whether Kahoot!-based learning is associated with improvement in fourth-grade students’ vocabulary mastery. The study employed a pre-experimental design using a one-group pre-test and post-test approach. The participants were 26 fourth-grade students of MI Mambaul Ulum Dahu, selected through a total sampling technique. Data were collected through pre-test and post-test vocabulary assessments. Because the data were not normally distributed, the Wilcoxon Signed-Rank Test was used to examine the difference between pre-test and post-test scores. The findings showed that post-test scores were higher than pre-test scores. The highest score increased from 42 to 70, while the lowest score increased from 16 to 46. However, all students’ scores remained below the predetermined Minimum Mastery Criterion (KKM) of 75. The Wilcoxon test produced a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between the two sets of scores. These findings suggest that Kahoot!-based learning was associated with improved vocabulary scores, although the results should be interpreted cautiously because the study used a one-group pre-test and post-test design and the students did not reach the KKM. Kahoot! may therefore serve as a useful interactive medium to support vocabulary learning among elementary school students