The Implementation of a Collaborative Kahoot Mode to Improve Elementary Students’ Vocabulary Mastery

Abstract

This study examines the effectiveness of the Collaborative Kahoot Mode in enhancing the vocabulary mastery of elementary students. Vocabulary is an important aspect of language learning, yet traditional teaching methods rarely grab the learners' attention. The present study, as Classroom Action Research (CAR), aimed to tackle the vocabulary issues fourth-grade students of MI YPPI 1945 Babat faced. The study followed a two-cycle approach with planning, action, observation, and reflection. Data were collected through vocabulary tests and field notes to measure the increase in the students' vocabulary knowledge and class participation.

Results indicate that the use of Collaborative Kahoot Mode significantly improved students' vocabulary mastery, enthusiasm, and class participation. The interactive and game-like approach enabled new vocabulary retention among the students, eased peer learning, and developed their confidence in using the language. The results revealed substantial improvement in vocabulary test performance, with over 80% of the students achieving the Minimum Learning Completion (KKM) standard. Field observations also showed more enthusiasm and teamwork among the learners as they were learning.

This study finds that game-based learning, particularly through Kahoot in a group setting, is an effective strategy for improving vocabulary acquisition among children. The study underscores the implementation of technology in modern language instruction and suggests further studies on its long-term success and applicability across different learning settings.