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Dewi Pah Revisi New-1
Dewi Pah Revisi New-1
A RESEARCH PROPOSAL
19130030
1.1. Background
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delivery being unclear. As a result, students will be uninterested in
learning.
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shy or introverted may be able to participate more freely in class by using
Kahoot! as a student response system (Stowell & Nelson, 2007).
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1.3 Aim of Study
The aim of this research based on research question above is to find out
the use of Kahoot game to improve student’s vocabulary.
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CHAPTER II
LITERATURE REVIEW
2.1 Review of Related Studies
There are several related research has been taken in previous study.
Those study were conduct with quantitative approach method. Those
studies also cover politics issues and education materials. The research
concentrate is about;
The first research conducted by Putri (2019) entitled “The
Effectiveness of Using Kahoot Game to Improve Students’ Vocabulary
Comprehension”. This study used quantitative data as the instrument for
data collection in a quasi-experimental design. The non-equivalent group
pre- and post-test design was used as the study design. The seventh
graders at SMP Negeri 15 Semarang during the academic year 2019–2020
served as the study's subjects. I used pre-tests, treatments, and post-tests to
get the data. Students in the experimental group were instructed using the
Kahoot game during the therapeutic exercise. The kids in the control
group, on the other hand, received traditional instruction. A multiple-
choice vocabulary comprehension test is the study's primary tool. The
analysis of the data revealed that the experimental group's pre-test mean
scores were 74.45 and the control groups were 72.11. Following the
administration of the medicines, both groups' means improved. The
experimental group's post-test mean score was 86.81, while the control
group's was 81.05. After examining the data, I discovered that the students
who were taught using the Kahoot Game and the students who were taught
using the traditional technique had different scores. As a result, Kahoot
Game is more effective than the traditional approach in helping students in
SMP Negeri 15 Semarang's seventh grade class understand vocabulary.
The second study was conducted by Manshur and Fadhilawati (2019)
about “Applying Kahoot to improve the senior high school
students’vocabulary achievment”. This study used Kahoot as a learning
tool during the teaching and learning process in an effort to increase the
vocabulary achievement of senior high school pupils. The study involved
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40 pupils from Kota Blitar's Islamic Senior High School (Madrasah),
grade X. The steps in this research's approach were 1) Planning, 2) Acting,
3) Observing, and 4) Reflecting. They were based on the Kemmis and
Taggart model. Tests and questionnaires were used to obtain the research's
data. The study revealed that using Kahoot as a vocabulary learning and
teaching tool, particularly for "introducing oneself," could raise students'
vocabulary proficiency. The pupils' pre-test results showed a score of
59.23. That result fell short of the minimal That result fell below the
school's 75.00 minimal requirement for mastery. The students' score
improved after the first cycle, rising to 71.23, but it fell short of the
required minimum. As a result, it required the second cycle, during which
the score increased to 84.58. The students' positive attitudes about the
usage of Kahoot in teaching and learning contributed to the improvement
in the students' academic performance.
The next study conducted by Riski (2022) under the title “The Effect
of Using Kahoot! Game on Students’ Vocabulary Knowledge : A Quasi-
Experimental Study at the Eigth Grade Students of MTs Nur Falaah
Parung”. The purpose of the study is to determine whether or not the
Kahoot! game affects eighth-grade pupils at MTs Nur Falaah Parung's
vocabulary knowledge. Thirty eighth-grade students from MTs Nur Falaah
Parung served as the study's sample. The study was quantitative in nature
and used a quasi-experimental methodology. This study used pre-test and
post-test to collect the data. The subjects of this study were split up into
two groups by the author: an experimental group and a control group.
Before and after the treatment, the writer compared the students' language
knowledge. The T-test formula was employed to evaluate the vocabulary
knowledge of the students. As a consequence of this study, it was
determined that the p-value's statistical significance level (0.025) was less
than sig = 0.05 (5%). This result implies that the post-test outcomes
between the experimental and control groups differ statistically
significantly. Additionally, the effect size finding, which was 1.1 at strong
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effect, backed it. In other words, the Kahoot! game had a considerable
impact on the students' ability to tell stories when speaking.
The last study was examined by Nurhaspiah and Fachruddin (2022)
entitled “The Use Of Kahoot Game To Enrich Students’ Vocabulary At
Sma Negeri 2 Majene”. The purpose of this study was to determine
whether or not the Kahoot game was having an impact on the vocabulary
of the students at SMA Negeri 2 Majene. A quasi-experimental research
design was used in the study. Students in the tenth grade at SMA Negeri 2
Mejene were divided into two groups for this study: the experimental
group and the control group. The research's data were calculated using
SPSS 26 for analysis. The analysis of the data revealed that the
experimental group's pre-test mean scores were 43.20 and the control
groups were 39.77. Following the administration of the medicines, both
groups' means improved. The experimental post-test had a mean score of
71.09, while the control group's was 53.03. Additionally, the outcome of
the independent t-test corroborated it. The outcome revealed If the Sig. (2-
tailed) value is between 0.000 and 0.05, Ho was rejected and H1 was
accepted. The researcher discovered after examining the data that there
were discrepancies in the scores between students who were taught using
the Kahoot Game and those who were taught using the traditional
technique. As a result, the Kahoot Game proved successful in enhancing
students' vocabulary at SMA Negeri 2 Majene students in the tenth grade.
2.2 Concepts
Sourced from the theory used and the object data under study which
are included in the basic concepts of this research are as follows.
2.2.1 Vocabulary
Learning vocabulary won't help with language acquisition. Their
correspondence is supported by vocabulary that expresses their feelings,
thoughts, and attitudes. Vocabulary is a major component of language
since it helps people converse, read, and write better. Considering the
importance of acquiring vocabulary for language acquisition, regardless
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of If it is your first, second, or unacquainted When it comes down to it,
vocabulary is information about the value of words. (Lubis,2017).
We express our thoughts, feelings, concepts, likes, dislikes, dreams,
and worries through words. We will be able to meet our needs thanks to
the variety of words we have at our disposal. We will communicate
verbally and value what others have to say to us. The terms we teach in a
foreign language are known as vocabulary (Penny, 1991:60). According
to Hornby (2015:1744), All the words a person knows or uses are
considered part of their vocabulary.
Considering all of the definitions provided by the experts above,
we can say that vocabulary is the meaning of the words and that the
English language is utilized in its broadest sense while speaking, writing,
reading, and listening. The meaning vocabulary includes both the
meaning isolated from the context and the meaning that results from that
context. One of the many frequent meanings associated with words is the
meaning we find in dictionaries.
2.2.2 Kahoot
Four features of Kahoot stand out in particular: games, exams,
dialogues, and reviews. For games, you can choose the type of question,
the proper answer, and the amount of time to answer it. Pictures and
tones will specifically address the proper response. Members are asked to
choose a tone or image that corresponds to the right response. Members
should make sure they don't contact (click) while choosing an answer, in
addition to selecting the right response (Lime, 2018).
The client must enter the online kahoot in order to create a game
kahoot. After creating a Kahoot account, users can create addresses by
using the features offered. will obviously receive a ticket to launch
Kahoot. Students can use the Kahoot program to obtain consent on a
computer or mobile device. Students must register their names and enter
the code that appears on the screen. Students will receive points after the
Kahoot game starts depending on whether they respond to the question
and who responds most quickly. (Dewi,2018).
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According to Chen et al. (2017:87), Kahoot! fostered wider and
more active student interaction while also allowing students to maintain
their preferred personal participation option. Finally, the Kahoot! game
may be an alternative approach for increasing class involvement while
learning English vocabulary.
In conclusion, Kahoot!is a real-time classroom response system
that is based on a game. Multiple choice questions may be created in an
interesting format and played with all students.
2.3 Theoretical Framework
In this sub-chapter, the researcher confers several theories needed as
guide for solving three problems in this study. The theoretical framework
as the perspective and main purposes to lead authors to do the research
about a play Kahoot game to improve student’s vocabulaty mastery
2.3.1 Definiton of Vocabulary
The most crucial component in understanding a language is
vocabulary, which is the first skill to grasp in any language learning
process. When someone discusses language, the first thing that comes to
mind is that it has to do with words—where they come from, how they
develop, how we use them to refer to one another, and how we use them
to connect (Bauer, 1998:8). "Words we must know to communicate
effectively; words in speaking (expressive vocabulary) and words in
listening (receptive vocabulary)," according to Newman and Dwyer
(2009:385). We express our thoughts, feelings, concepts, likes, dislikes,
dreams, and worries through words. We shall be able to meet our needs
thanks to the variety of words we have at our disposal. We will
communicate verbally and value what others have to say to us.
Francisca Maria Ivone contends in (Syahrizal 2020) that
vocabulary is more than just a list of terms. Vocabulary is a system of
embedded languages. Every language has a vocabulary. As a result,
several word and phrase combinations will be employed. Understanding
a language is often referred to as knowing a language's vocabulary.
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Vocabulary can also be thought of as a part of language that carries
meaning and instructions.
Therefore, People need vocabulary to construct sentences because
learning a language properly requires that the vocabulary be mastered.
"Vocabulary can be defined as the total number of words needed to
convey ideas and express the meaning of the speaker," according to Al
Qahtani (2015). In other words, it will be challenging for people to
communicate with others if they have a limited vocabulary.
So, based on the definition given above, vocabulary is a collection
of English words, which must be learned to help students communicate
well. Therefore, learning vocabulary is very important.
2.3.2 Kinds Of Vocabulary
Several different varieties of language have been categorized by
experts based on a range of variables. Both active and passive
categories of vocabulary are used by Aeborsold and Lee (1997:133).
a. Active vocabulary is referred to by another name. In addition
to comprehending and using the target language's grammar,
learners must be able to pronounce the vocabulary correctly.
Additionally, they must be conversant with collocations and
comprehend the term's significance. Speaking and writing
skills usually use this type.
b. Passive vocabulary, sometimes referred to as receptive
vocabulary, describes language objects that can be
recognized and understood in the context of reading and
listening.
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across while reading a book but don't use when speaking or
writing.
b. Productive vocabulary is a term used to describe terms that
kids can understand, pronounce correctly, and use effectively
in speech and writing. It comprises the ability to
communicate or write at the proper time as well as a
receptive vocabulary. Because the learner can create words to
communicate their ideas to others, productive vocabulary
may therefore be thought of as an active process.
a. Nouns
Nouns are words that identify a certain individual, thing, or
group of things.
b. Pronouns
Pronouns are words that are used to refer to someone or
something. He, she, it, us, I, and you are a few examples.
c. Verb
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Verbs are terms used to describe an action, a condition, or
an occurrence.
d. Adjective
Words that describe or alter an individual, a location, or an
object. An adjective adds to the knowledge the listener or
speaker has about a noun or limits it in some way. For
instance, petite, tall, handsome, and so forth
e. Adverbs
Adverbs are words that used to describe verb adjectives or
adverbs.
For example: carefully, slowly, now, ago, and so on
f. Preposition
the words that are placed before a noun or pronoun to show
how those words relate to another part of the sentence. To
give just a few examples: at, on, in, under, behind,
opposing, beside.
g. Conjunction
words that connect the words in a group of words or
phrases.
In adverbial clauses, conjunctions are frequently employed.
for, but, or, and, when, because, if, etc.
h. Deteriminant
Determininant are words like "a," "the," "some," and "an."
To make learning simpler.
2.3.4 Definition Of Kahoot
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possibilities, and the answers can be found in a variety of multimedia
formats, including photos and videos (Siegle, 2015:325). The teacher
can also choose how much time each question will require from the
pupils (Siegle, 2015:326).
According to Mansur & Fadhilawati (2019), using the Kahoot
application helped increase students' proficiency in English vocabulary
since they were driven and enjoyed learning the language using this
game-based tool. Kahoot has its own best practices for assessing
students' vocabulary proficiency, according to Almanar (2019).
It demonstrated how the Kahoot program displayed quiz results and
student errors in Excel immediately upon the completion of the test.
The pupils were able to track their advancements in real time thanks to
Kahoot. Additionally, it enables the pupils to keep track of their daily
advancements.
Ismail & Mohammad (2017) list several benefits of using Kahoot,
including ease of use, accessibility for everyone, variety of Kahoot
types, ease of account registration, ease of student participation,
compatibility with smartphones, tablets, and standard computers, and
adjustable response times for each question.
According to Dellos (2015), Kahoot enables professors to construct
online tests that students can access via their smartphones, tablets, or
PCs. The teacher can create tests or platforms that relate to the content
being taught, then share the platform's link with the students.
Additionally, students can use their smartphones or other supported
devices to access the platform.
2.3.5 Kahoot Game In Teaching Vocabulary
Heni et al. (2019) have shown that teachers must accept the idea
that game-based technology may soon be present in language
classrooms and that it can increase motivation for learning activities.
Kahoot is an excellent tool for teaching vocabulary. According to
Kapuler (2015), Kahoot is one of the top 100 new online classroom
apps. Kahoot ranked 36th on the list of applications recognized for their
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efficacy and utility in the classroom for educating and assessing pupils.
It implies that Kahoot could be a useful tool for vocabulary acquisition.
Because Kahoot is a relatively new online tool, there has been little
research on its impact in the classroom, and there is little proof of its
effectiveness as a method for teaching content vocabulary.
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access reports on how players have performed in live games and
assignments. You can also view a list of upcoming kahoots, as well
as join or create study groups.(cr.on Kahoot)
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can also join a study group where you can collaborate with other
players on kahoots.(cr.on Kahoot)
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resources. You can also access reports on how players have
performed in live games and assignments.(cr.on Kahoot)
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7. Once all players are in the game lobby, click Start.
8. Players answer the questions they see on the shared screen with
their devices. Each answer option on the shared screen is inside
a box with a specific color and shape that matches the boxes
displayed on the players’ screen.
9. After each question, a leaderboard showing the top 5 players is
displayed. Players see their points and place on their own
devices. At the end of the game, the winner’s nickname appears
on the shared screen, and players see their final place on their
device.( cr. on Kahoot)
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CHAPTER III
RESEARCH METHOD
In this chapter, the author will discuss the research method related to
research design, population, sample, research instrument, research's
procedure and data analysis.
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asserts that sample is a part of population. SDI Lasiana, kec.Kelapa
Lima. Kota Kupang Nusa Tenggara Timur, with totaling 25
students’; 12 Males and 13 Females.
3.4 Research instrument
Before applying the treatment, the writer will give pre-test to the
student’s to know their achievement in vocabulary.
instrument will be used to collect the data in truth to measure the
research variable. In this research the researcher will use test, consist of pre-
test, treatment, and post-test.
3.4.1 Pre-Test
Before applying the treatment, the writer will give pre-test to
the student’s to know their achievement in vocabulary.
3.4.2 Post-Test
In this cycle, the writer will give the posttest to the student’s
after the treatment.
3.5 Research procedure
In collecting the data, there are some steps taken by research, they are:
1. The writer will prepare the pre-test, treatment, and post-test
2. The writer will give the pre-test
3. The writer will give score of the pre-test
4. The writer will apply the Kahoot treatment
5. The writer will give the post-test
6. The writer will give score of the post-test
7. The writer will analyze the data
8. The writer will report the result of the research
3.6 Data analysis
To analyze the data, the writer wil use quantitative method. In this
case, all the is analyze quantitatively. The formula below explain how the
data will be analyze.
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1. Rubric for Vocabulary assessment
No Aspects assessed Indicators Skor
1 Interpreting Students can interpret English
Vocabulary vocabulary well 20
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To calculate the percentage of pre test and post test, the writer will use
the following formula:
2 1
X −X
P= 1
X 100 %
X
Where:
P = Improvement
2
X = Average score of post test
1
X = Average score of pre test
To find out the significant difference between the pre test and post test
by calculate the value of test. The following formula is employed:
D
t=
√∑ D −¿ ¿ ¿ ¿ ¿ ¿
2
Where:
t = Test of significance
D = The mean score from the different score of pre-test and
post-test
∑D = Standard deviation
N = Number of students
3. Classifying the students‟ scores using the following scale:
Score 91 – 100 Very Good
Score 76 – 90 Good
Score 61 – 75 Fairly
Score 51 – 60 Poor
Score less than 50 Very Poor
(Depdikbud, 2006)
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2023
No Activities Fe Ju
Mar Apr May Jul Aug
b n
1 Title Seminar
2 Proposal Writing
3 Revision
4 Seminar proposal
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