The effectiveness of Kahoot! on students' vocabulary retention

Ramadhanty, Noor Ghiesna Irfani (2026) The effectiveness of Kahoot! on students' vocabulary retention. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Vocabulary retention is essential for successful English language learning because students need to remember and use newly learned words over time. However, many EFL students still experience difficulties in retaining vocabulary through conventional teaching methods. Therefore, this study aimed to investigate the changes in seventh-grade students’ vocabulary retention after being taught using Kahoot! and to examine whether there was a significant difference in vocabulary retention between students who learned using Kahoot! and those who learned using paper-based worksheets. This study employed a quantitative approach using a quasi-experimental research design with a non-equivalent control group design. The participants were seventhgrade students at SMPN 8 Bandung, consisting of an experimental class taught using Kahoot! and a control class taught using paper-based worksheets. Vocabulary retention was measured through a pre-test, an immediate post-test, and a delayed post-test. The collected data were analyzed using descriptive statistics, the Paired Sample t-test, the Independent Sample t-test, and N-Gain analysis using IBM SPSS Statistics 27 version. The findings revealed that both groups improved their vocabulary retention after the treatment. However, the experimental group demonstrated greater improvement and maintained higher vocabulary retention than the control group. The Paired Sample t-test results indicated significant changes in students’ vocabulary scores across the three measurement stages within both groups. Furthermore, the independent-samples t-test revealed a significant difference in vocabulary retention between the experimental and control groups, while the NGain analysis showed that the experimental group achieved a higher level of improvement than the control group. These findings indicate that Kahoot! was more effective than paper-based worksheets in enhancing students’ vocabulary retention. Overall, the findings suggest that Kahoot! is an effective game-based learning medium for improving students’ long-term vocabulary retention in EFL classrooms. Therefore, English teachers are encouraged to integrate Kahoot! into vocabulary instruction as an interactive learning medium to enhance students’ vocabulary retention. Future researchers are recommended to investigate the effectiveness of Kahoot! in different language skills, educational levels, or longer retention intervals to extend the findings of this study.

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