The Implementation of Kahoot in Improving Students’ Tenses Understanding in Higher Education

Abstract

Tense is a part of English grammar that becomes something difficult to understand by students. Therefore, it needs interesting and creative learning media to face that problem. This research purposes to evaluate and analyze the implementation of Kahoot as a digital learning media in improving students’ understanding about tenses in higher education. There were 15 students in Civic Department of Education Faculty in Universitas Tompotika Luwuk as the sample of this research. Mix method in concurrent embedded strategy design was chosen as methodology of research. Quantitative data was collected through test, while qualitative data was collected by observation and interview. Hypothesis testing and descriptive analysis was conducted as analyzing technique. The quantitative result found that there was the improvement of students’ study result about tenses from pretest to posttest. The value of t-count (9,5176) which is greater than the value of t-table (2,048) is the proof. Moreover, quantitative result was supported by qualitative analysis result. It was proved by students’ achievement towards understanding indicators, namely translation, interpretation, and extrapolation. This research expected becomes contribution for the teachers and learners for implemented Kahoot as an interesting and creative learning media.

Kahoot: Let’s Have Fun in English Class with It!

“…This finding shows that most students had positive response toward this item. Moreover, this finding is similar to the research finding by Nurlalela and Nawir (2020) who argues that Kahoot can help students in improving students knowledge about the use of English tenses; learning tenses which is judged as a boring activity with traditional method becomes an interesting activity after the use of Kahoot in learning English tenses. Hence, if the students always being involved in Kahoot games about English, there is a bigger possibility for them to better at English as what they believe.…”

“…The other sign is students put more attention in the classroom; they are not easily to be distracted (Perdana, Saragi, & Aribowo, 2020). In addition, students also show their excitement for every activity conducted in the classroom (Nurlalela & Nawir, 2020). Thus, it is obvious the students' responses in this research shows that they are motivated because of the use of Kahoot.…”

“…It turns out students get amazing learning experiences after using using Kahoot and their teacher reports that engagement between students and Kahoot is real. The fourth relevant research comes from Nurlalela and Nawir (2020). It is revealed that Kahoot can help students in improving student knowledge about the use of English tenses; learning tenses which is judged as a boring activity with traditional method becomes an interesting activity after the use of Kahoot in learning English tenses.…”

“…Its compatibility with today's life style -the use of smartphone in daily lifemakes it easy to use (Sakdah, Prastowo, & Anas, 2022). Moreover, as an educative game platform, students can know their progress in learning English from quiz provided by their teacher on Kahoot (Nurlalela & Nawir, 2020). Therefore, they can improve their understanding about grammar rules and vocabularies.…”

Realization of The Use of The Tense Aspects in Oral Communication

“…In the history of the error analysis in using Tense on the various articles in Indonesia, the articles on the field of Education have always been more updated than the articles on the field of Linguistics, especially during the pandemic and the post-pandemic of Covid-19 (e.g., (Iqbal & Arfan, 2020); (Badroeni & Zakaria, 2020); (Nurlaela & Nawir, 2020); (Kartika, Nengseh, Kinanati, & safitri, 2020); (Tahang, 2020); and (Napitupulu, 2021)). Even though there are a lot of tense analysis studies in linguistics, most of them have only demonstrated the error use of the tense type in omission, misinformation, and miss-ordering of the structure of the simple tense aspects in the written data of student proficiency tests (e.g., (Fitria, 2020); (Juliana, Purbarini, & Iskandar, 2020); (Setiani & Saragih, 2020); (Vera, 2020); (Perlin, Sartika, & Nery, 2021); (Sari, 2021); (Rohana & Harahap, 2022); (Syukur & Supraba, 2022); (Fadilah, 2022); and (Fitri & Suryani, 2022)).…”