The Utilization of Kahoot! As a Learning Tool in English Language Classes: Students’ Perception and Challenge

Seanita, Angel (2026) The Utilization of Kahoot! As a Learning Tool in English Language Classes: Students’ Perception and Challenge. Undergraduate thesis, Universitas Katolik Musi Charitas.

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Abstract

The integration of digital tools like Kahoot! into English learning is becoming increasingly popular due to their potential to enhance students’ engagement, participation, and motivation in learning activities. This research investigated senior high school students’ perceptions of Kahoot! as a learning tool in English language classes and identified the specific challenges they encountered while using the platform. Employing a quantitative survey design, this study involved 252 students from a private senior high school in Palembang who had previously used Kahoot! during English lessons. Data were collected through a structured questionnaire distributed via Google Forms and analyzed using descriptive statistics. The findings revealed that students generally held positive perceptions of Kahoot!, particularly regarding enjoyment, engagement, learning motivation, assessment effectiveness, learning effectiveness, and usability. Most respondents agreed that Kahoot! created an interactive and enjoyable learning environment that encouraged active participation and increased motivation to learn English. However, several challenges were also identified, including internet connectivity problems, time pressure during quizzes, and technical issues that occasionally disrupted learning activities. Overall, the findings suggest that Kahoot! is an effective game-based learning tool for English language classrooms, although addressing technical limitations is necessary to maximize its educational benefits.

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