Improving Students’ Vocabulary Acquisition Using Kahoot, Quizizz, And Quizlet
DOI:
https://doi.org/10.59944/postaxial.v4i3.1778Keywords:
Vocabulary Acquisition, Students ‘Engagement Kahoot, Quizizz, QuizletAbstract
The aim of this study was to improve students' vocabulary acquisition through the integrated implementation of Kahoot, Quizizz, and Quizlet, operationalized as a Three-Stage Vocabulary Learning Model. In this model, Kahoot supports the engagement and noticing stage, Quizizz facilitates retrieval practice, and Quizlet strengthens long-term vocabulary retention through spaced repetition. The participants of this study were 28 Tenth-grade students at SMA Kristen Abdiwacana Pontianak in the academic year 2025/2026. This study employed Classroom Action Research (CAR) conducted in two cycles. Data were collected through observation checklists, field notes, and vocabulary tests, and were analysed using both qualitative and quantitative approaches. The findings indicated that the integrated implementation of the Three-Stage Vocabulary Learning Model contributed positively to students' vocabulary acquisition. In Cycle 1, which included a three-meeting diagnostic phase using conventional instruction followed by a first introduction to the digital model in Meeting 4, only 7 out of 28 students (25%) achieved the minimum passing grade of (75), and the class mean score was 60.07, which remained below the expected standard. Based on the reflection findings from Cycle 1, two instructional improvements were made for Cycle 2: extended vocabulary contextualisation during the Kahoot phase and a guided demonstration of Quizlet's Learn mode. In Cycle 2, a considerable improvement was observed, as 22 out of 28 students (79%) achieved the passing grade and the class mean score increased to 78.71. In addition, observable improvements in students' classroom participation and on-task behaviour were documented through observation checklists and field notes across both cycles. It can be concluded that the integrated implementation of Kahoot, Quizizz, and Quizlet within a Three-Stage Vocabulary Learning Model was effective in improving students' vocabulary acquisition and in creating a more active and participatory learning environment, as evidenced by both the vocabulary test results and the qualitative classroom observations.
References
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Wekke, I. S., Sayed, B. T., & Alotaibi, M. (2022). Investigating the effect of using game-based learning on EFL learners' motivation and anxiety. Education Research International, 2022, Article 6503139. https://doi.org/10.1155/2022/6503139
Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Komariah, A., Ampry, E. S., & Alotaibi, M. (2022). An empirical study on the effects of using Kahoot as a game-based learning tool on EFL learners' vocabulary recall and retention. Education Research International, 2022, Article 9739147. https://doi.org/10.1155/2022/9739147
Amalia, T., Inayati, D., & Marini, A. (2023). Improving students' motivation in learning English through gamification. Jurnal Pendidikan Bahasa Inggris Undiksha, 11(1), 1–9. https://doi.org/10.23887/jpbi.v11i1.63332
Andari, I. A. M. Y. (2023). Factors influencing the acquisition of vocabulary by young learners. Kumarottama: Jurnal Pendidikan Anak Usia Dini, 2(2), 153–166. https://doi.org/10.53977/kumarottama.v2i2.833
Andriani, M., Sunardi, & Drajati, N. A. (2024). Looking for a Fun Way to Learn English Vocabulary? Discover the Magic of Gamification with Digital Flashcards. Voices of English Language Education Society, 8(2). https://doi.org/10.29408/veles.v8i2.26810
Azhra, S. Y., Carabella, P. A., Eiden, K., Payung, N. F., Sukarno, S., Pratiwi, D., & Gharamah, F. M. A. (2024). Improving junior high school students' vocabulary understanding by using quiz-based application. Diksi, 32(2), 247–266. https://doi.org/10.21831/diksi.v32i2.69225
Boudadi, N. A., & Gutiérrez-Colón, M. (2020). Effect of gamification on students' motivation and learning achievement in second language acquisition within higher education: A literature review 2011–2019. The EuroCALL Review, 28(1), 47–59. https://doi.org/10.4995/eurocall.2020.12974
Burns, A. (2010). Doing action research in english language teaching. A guide for practitioners. Routledge. https://doi.org/10.1016/j.system.2010.06.005
Brahmana, A. A. A. (2022). The implementation of Quizizz in vocabulary learning activities: Students’ perception and motivation. Retain: Journal of Research in English Language Teaching, 10(01), 172–178 https://ejournal.unesa.ac.id/index.php/retain/article/view/47796
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. https://doi.org/10.1037/0033-2909.125.6.627
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification." In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Dhamayanti, F. I. (2021). EFL students’ perception and motivation toward Quizizz as e-learning media in English e-classroom. EDUCAFL: Journal on Education of English As Foreign Language, 4(2), 70–77. https://doi.org/10.21776/ub.educafl.2021.004.02.03
García-López, I. M., Acosta-Gonzaga, E., & Ruiz-Ledesma, E. F. (2023). Investigating the impact of gamification on student motivation, engagement, and performance. Education Sciences, 13(8),813. https://doi.org/10.3390/educsci13080813
Ginting, D. A., & Ramadhan, S. (2024). The impact of interactive learning applications on EFL students' preferences and academic achievement. TEM Journal, 13(2), 1362–1370. https://doi.org/10.18421/TEM132-50
Haegele, J. A., Hodge, S. R., & Shapiro, D. R. (Eds.). (2020). Routledge handbook of adapted physical education. Routledge. https://doi.org/10.4324/9780429052675
Huang, A. (2023). The effect of digital game-based learning on motivation for EFL. Journal of Education, Humanities and Social Sciences, 8, 1–10. https://doi.org/10.54097/ehss.v23i.12726
Huseinović, L. (2023). The effects of gamification on student motivation and achievement in learning English as a foreign language in higher education. MAP Education and Humanities, 4(1), 10–36. https://doi.org/10.53880/2744-2373.2023.4.10
Ika Dhamayanti, F. (2021). EFL Students’ Perception and Motivation Toward Quizizz as E-Learning Media in English E-Classroom. Education of English as Foreign Language, 4(2), 71–78. https://doi.org/10.21776/ub.educafl.2021.004.02.03
Martínez-Heredia, N., González-Gijón, G., Ortega-Martín, J. L., & Corral-Robles, S. (2024). Motivation as a key factor in the process of learning English for the elderly. International Journal of Literacies, 31(2), 23–39. https://doi.org/10.18848/2327-0136/CGP/v31i02/23-39
Munawir, A., & Hasbi, N. P. (2021). The effect of using Quizizz on EFL students' engagement and learning outcome. English Review: Journal of English Education, 10(1), 297–308. https://doi.org/10.25134/erjee.v10i1.5412
Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9),177. https://doi.org/10.3390/computers12090177
Nation, I. S. P. (2017). How vocabulary is learned. Indonesian Journal of English Language Teaching, 12(1), 1–14. https://doi.org/10.25170/ijelt.v12i1.1458
Okkan, A., & Aydın, S. (2020). The effects of the use of Quizlet on vocabulary learning motivation. Language and Technology, 2(1), 16–25.https://doi.org/10.54473/lt.v2i1.16
Panmei, B., & Waluyo, B. (2023). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), 24. https://doi.org/10.3390/educsci13010024
Prayogi, A. W., & Wulandari, M. (2021). Implementing a mobile application Quizlet to help senior high school students learn vocabulary. ELT Forum: Journal of English Language Teaching, 10(1), 87–99. https://doi.org/10.15294/elt.v10i1.42775
Rahmani, E. F. (2020). The benefits of gamification in the English learning context. IJEE (Indonesian Journal of English Education), 7(1), 32–47. https://doi.org/10.15408/IJEE.V7I1.17054
Reynolds, E. D., & Taylor, B. (2020). Kahoot! EFL instructors' implementation experiences and impacts on students' vocabulary knowledge. CALL-EJ, 21(2), 70–92.
Rojabi, A. R., Setiawan, S., Munir, A., Purwati, O., & Anam, S. (2022). Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation. Frontiers in Education, 7: 939884. https://doi.org/10.3389/feduc.2022.939884
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Stringer, E. T. (2009). Action research in education. In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 439–458). Springer. https://doi.org/10.1007/978-0-387-73317-3_28
SERCANOĞLU ÖDEN, M., BOLAT, Y. İ., & GOKSU, İ. (2021). Kahoot! as a Gamification Tool in Vocational Education: More Positive Attitude, Motivation and Less Anxiety in EFL. Journal of Computer and Education Research, 9(18), 682–701. https://doi.org/10.18009/jcer.924882
Stephen Kemmis, Robin McTaggart, & Rhonda Nixon. (1988). Research Planner: Doing Critical Participatory Action Research.
Waluyo, B., & Tran, H. M. (2023). Implementing gamified vocabulary learning. TEFLIN Journal, 34(1), 136–156. https://doi.org/10.15639/teflinjournal.v34i1/136-156
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
Zhao, F. (2019). Using Quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37–43. https://doi.org/10.5430/ijhe.v8n1p37
