Virga Putra Darma, Cecep Agus, Utami Rosalina |

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JoSS :

Journal of Social Science

AN ANALYSIS OF STUDENTS’ MOTIVATION IN TEACHING

AND LEARNING PROCESS BY USING KAHOOT

Virga Putra Darma

, Cecep Agus

, Utami Rosalina

Invada Institute of Education and Languages Cirebon, Indonesia

123

virgaputradarma@gmail.com

, cecep.prodi.inggris@gmail.com

, utami.rosaline@gmail.com

KEYWORDS

Students’ Motivation,

ARCS Model of

Motivational Design,

Kahoot!

ARTICLE INFO

Accepted:

8 September 2022

Revised:

9 September 2022

Approved:

12 Septemer 2022

ABSTRACT

Kahoot! is a game-based learning platform used to review

students’knowledge, for formative assessment or as a break from traditional

classroom activities.Play is a social-centred process,able to boost

motivation and promote learning across all levels and ages.With the

growing push for creativity in the classroom as well as the application of

effective technology in teaching and learning.The key of teaching and

learning process affects the students’ motivation as well as the learning

goals.This study was carried out to describe an analysis of students’

motivation in learning process by using Kahoot! and to describe Kahoot! is

effective to motivate students in learning writing process.This research used

qualitative method with the observation and questionnaires as the

instruments.It involved about three classes of the second grade students of

SMPN 1 Sumber.The Sample was VIII A,VIII B, VIII H consist of 100

students.The data was analyzed descriptively.The findings showed that the

result of ARCS (Attention,Relevance,Confidence,and Satisfaction) model

of motivation defined the students motivated in learning process by using

Kahoot! In addition,the result of the questionnaire Kahoot! was effetive to

motivate student in learning writing process.

INTRODUCTION

Background of the Study

The need for information technology in this era of globalization is not can be ruled out and

become a necessity vital. (Li, Li, & Zhang, 2022)Mastery of information technology has

become a "lifestyle" for most people, especially young people.(Yulianti, 2014) Along with

the world order that has shifted from the realm of conventional into the digital realm, then

the development of Information and communication technology has penetrated into the world

of education.(Williamson, 2015)For an educator,mastery and knowledge of technology

(technological knowledge) is a competency that must be mastered in order to support the

improvement of the learning process.(Fuller & Dawson, 2017)Meanwhile,for students,

mastery of technology can support the thinking process and mastery of science and

technology.(Thomas, 2014)English is the most important language to be learned because

English is a foreign language after Bahasa Indonesia.(Rofiyarti & Sari, 2017)Many people

have many different way to learn English, but the most important thing is the aims of the

reason they want to learn English.(Rahmat, 2019)There are four major skills which have to

be taught in English teaching and learning process.(Perrin, Perrin, Muirhead, & Betz,

2015)One of them is writing skill.(Murray & Lamb, 2011)Harmer (2004:86),Writing is a

process and that what is written is often highly affected by the obstacles of genres,then these

elements must be presented in learning activities.Kahoot! is an online page that is very

Vol 1 No 1, September,2022

p- ISSN 2963-1866- e-ISSN 2963-8909

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An analysis of students’ motivation in teaching and learning

process by using kahoot

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educative because it provides features that can be used as media in the learning process.

(Mayers, 2005)In his article, Rofyarti stated that Kahoot! Initially it was a joint project

between a team consisting of Johan Brand,Jamie Brooker,Morten Versvik and the Norwegian

University of Technology and Science in March 2013 by Sari (2007)Motivation influence

this situation.(Sumekto, 2014)Ryan and Deci (2000), To be motivated means to be moved to

do something.(Majid, 2013)A person who feels no pushing or inspiration to act is thus

characterized as demotivated,whereas someone who is energized or activated toward an aims

of learning is considered motivated.It means that motivation influence student to learning

English.(Keller, 1987)If someone motivated in learning,they will more attracted to know

deeper about the material.(Dellos, 2015)Schlechty,Woolfolk & Margetts (2001;2007)

motivation is viewed in the literature as very important for enhancing learning outcomes of

all student.(Zucker & Fisch, 2019)The more student interest of the subject of learning the

faster they understand the material and be good in grade in any subject of English skill.In

fact,in teaching and learning process researcher found several problems when did a teaching

practice in one of Junior High School in Cirebon and each class consist of 30-36

students.(Iskandar, 2008) An English teacher can make a plan for lesson (lesson plan) in

sequence and planed it well,but not infrequently sometimes teacher found in the process of

learning activity,student end it up being bored and also sometimes restless to continuing the

lesson and less attention while learning.(Heinich, Molenda, & Russell, n.d.)Beside,student

infrequently being passive during learning.It is caused they think English is hard to be learned

and the process of teaching and learning which is monotonous were not support them to

learn.(Jeremy Harmer, 2001)And also,what teacher say is not understood by the student and

there are no media which can make student enjoy the lesson. Pretty (2004) said that the

biggest problem that teacher face is to make their student want to learn,and motivation has

been believed as the reason for the effective learning by experienced and inexperienced

teacher.(Goldenson & Glanze, 1984)Of course,it make learning process are not effective and

the subject of the material does not reach well.And even sometimes they wanted to repeat the

material again and again without give attention. When teacher asked them to do something

like answering the question that is related with the material, they confused and less

confidence. (Fraenkel, Wallen, & Hyun, 2012)It is all because they do not have a sense to

reach the goal of material. It is absolutely block them to get knowledge and information about

English which is meaningful. And of course they need a motivation which is fun and

friendly.(Finegan, 2014)Because there are so many problems in motivating student like

above,the reseacher proposed to find a best strategies to give motivational element to hold

student attention and stay up throughout the lesson. (Djiwandono, 2008)Researcher used

media as a motivational element.(Damara, 2016)Bates (1984), Heinich et al (2002) and

Koumi (1991) stated from developed countries many researchers found that the use of media

resource has major part in motivating student to keep learning.(Creswell, 2014)If students

are motivated, automatically they will learn from any media which is used and adapted to

their need.(Jones et al., 2016)Ellingtone and Race (1995) student become stimulated to keep

learning when they are actively and emotionally involved in their own learning.(Castellan,

2010)In the educational setting,students are expected to be able to write kinds of academic

writing which means that the skill of their writing must be understood well.(Gray,

1997)However, to write a good writing,students must acquire the appropriate grammar and

mechanics,so they are not considered as indigent students in English writing (Anderson,

2005:4). In reality,things that is regarded as a failure in the learning process is writing.(Byrne,

2013)students identify the skill of listening and reading are easier than writing.Similarly with

(Brown, 2000)said that writing is the skill that generally students are least capable in when

An analysis of students’ motivation in teaching and learning

process by using kahoot

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Virga Putra Darma, Cecep Agus, Utami Rosalina |

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obtaining a new language.Based on the observation conducted by the writer while doing

teaching in SMPN 1 Sumber Cirebon, the writer found that there were some problems

appeared in English teaching and learning process,especially in the writing skill.(Brown &

Abeywickrama, 2004)Because writing is a skill, the lack of practice was the problem.(Brown,

2001)The teacher did not give enough writing practices both in the classroom and outside the

classroom. The teacher in most cases gave the material first and let students to write at the

last of teaching learning process,it means there was only one time for students to practice

their writing.(Asnawir & Usman, 2002)This kind of process was considered less effective

because not all students got the time for personal feedback due to limited time.(Arter &

McTighe, 2001)Besides that, the students’motivation to write was low.(Suharsimi,

2006)Some students were extremely unconfident and reluctant to write due to some

reasons.(Alessi & Trollip, 1984)The main reason was that they thought they had nothing to

write and when they had already got the ideas of what to write about, the lacks of

vocabulary,grammar, and sentence organization made their ideas could not be properly

conveyed.(Muijs,Aubrey,Harris,&Briggs, 2004)Therefore,schools or institutions should use

something better in teaching writing in case to help students more easily to master their

writing skill,especially in writing conditional sentence.(YAVUZ, 2014)One of alternatives

that can help students in writing especially conditional sentence is by using Kahoot!Kahoot!

is a student response system that involve students through game-like pre-created or

impromptu quizzes,exchange opinions and browses (Byrne, 2013; Cross, 2014; Kahoot!,

2014; Thomas, 2014). (Mayers, 2005)According to K! Academy (2016) Kahoot! is a

complimentary game-basedlearning mediator for whatsoever lesson,in whatsoever tongue,

on whatsoever device,for entire ages.(Jayanti, 2011)Broussard and Machtmes (2012) also

stated that a gamebased pedagogy like Kahoot! is a complete mediator for hand out, look

around, favourite or play content created by teachers and lecturers.There is a researcher who

has conducted a research by using Kahoot!, he is Damara (2016), the title of his research is

“Students’ Perception on the Use of Kahoot! as an Ice Breaker in Movie Interpretation

Class”.(Iskandar, 2008)In this research, the researcher did a survey on how students

perceived the use of Kahoot! as an ice breaker in Movie Interpretation class in Sanata Dharma

University, Yogyakarta. The aims of this study were to find out students’perception on the

use of Kahoot! as an ice breaker and how to improve the use of kahoot! as an ice breaker in

Movie Interpretation class.This research employed quantitative research and the type of

research was specifically a survey.(Hartono & Hidayat, 2003)The data were obtained by

questionnaire, interview, and also observation. The result of the study showed that the

students’ perception of using Kahoot! as an ice breaker in Movie Interpretation class was

positive as the students felt that the use of Kahoot! as an ice breaker really helped students

to learn with fun. Moreover, Kahoot! greatly helped students not only on how to learn with

fun, but with Kahoot! students became more motivated to learned the material deeper in

Movie Interpretation subject.Carol’s study (1997) noted specifically that the use of

computers in teaching and learning provide motivational activities.Kahoot! is a student

response system that engages students through game-like pre-made or impromptu quizzes,

discussions and surveys, it is according to Byrne (2013) Cross, Kahoot!, Thomas (2014).

Students do not need a Kahoot! account to access the quiz and can access the quiz through

any device with a web browser, such as an iPad, Android device,or Chromebook.(J Harmer,

2004)It is easier because Kahoot! is easy to access and it included a game which is student

really like(Jeremy Harmer, 2001).One research that related with this research from Ryan

Dellos (2015) in his journal of title Kahoot! A digital Game Resource for Learning stated

that the use of Kahoot! application creates a fun and competitive environment that promotes

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An analysis of students’ motivation in teaching and learning

process by using kahoot

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student motivation to learning.It is very friendly and benefits both educators and

students.(Chakraverty & Gautum,2000)Students need to be engaged if they are going to

learn.(Hafner & Hafner, 2003)Kahoot! is a best practice in education and finding ways to

integrate competitive games in the classroom that promote learning is essential for educators

in the twenty first century.(Cole & Feng, 2015)Kahoot! also belived can trigger motivation

of student to learning From the explanation,the writer interest to conduct a research with the

title: The Analysis of Students’Motivation in Teaching and Learning Process By Using

Kahoot! The writer tries to solve the problem with expectation after the use of Kahoot!

application in teaching learning process,student will be more motivated,interest and spirit in

learning, also the process of learning will be more effective.

METHOD RESEARCH

This describes the procedures of study in order to find out the answers of the two questions

previously stated in chapter one(Bruning, Alge, & Lin, 2020)b.This consists of research

method,research design, source of data of population and sample,technique of data

collection,instrument of data collection,and technique of data analysis.

The Time and Place of The Research

The writer conducted this research for two months, starting from March 2019 to April

2019.The research was adapted to the calendar of education and the second semester of

academic year 2018/2019.In it implementation it was divided into 3 stages,namely the

preparation stage, the data collection stage and the data processing stage Research was

conducted at SMPN 1 Sumber Cirebon in the academic year 2018/2019, and the object of

research is class 8.Moreover, the writer chose this school to facilitate data collection from

samples,conformity with the scope of the study,close to the domicile of the researcher and

saving time and costs.

B. Research Method

The writer used descriptive qualitative method which focuses on lately fact analysis as a

way to get the result of the data optimally This research is done in particular setting that is in

the classroom situation. The researcher collaborated with the other researcher as an English

teacher to carry out the research to find the answer of research problem. And the subject of the

material which was deliver by the teacher was writing skill that is If Conditional Sentence.In

this case,the researcher used qualitative as the method.Creswell (2014) stated qualitative

methods rely on text and image data, have unique steps in data analysis, and draw on kind of

designs.The researcher found it pleasuring to hold a research that uses qualitative format. It

demans many aspects to analyse,just like Creswell illustrated above.Furthermore, Yin,(2011)

added that qualitative research enables to found in-depth studies about a broad array of

topics,including favorites,and everyday life stuffs.Moreover,qualitative research gave greater

latitude in selecting topics of interest.

C. Research Design

The design that will be used in this research is case study. Creswell (2014) also state that

“These designs focus on data collection,analysis,and writing, but they originate out of

disciplines and flow throughout the process of research (e.g., types of problems, ethical issues

of importance)”. From those statement above,the researcher found case study research as the

most suitable design in the research to get the best result as possible with the function was to

describe the analysis of student motivation supported by “Kahoot!” in learning writing process

and to describe the use of “Kahoot!” is effective to motivate students in learning writing

process.Here is the design of the research In this research the writer used Kahoot! application

An analysis of students’ motivation in teaching and learning

process by using kahoot

Vol 1, No 1 September ,2022

Virga Putra Darma, Cecep Agus, Utami Rosalina |

http://joss.al-makkipublisher.com/index.php/js

to motivate student in writing class, so the writer used Kahoot! application as the media to

deliver the material in writing class and the writer only focused on students’ motivation.The

writer used questionnaire and observation as the ways of how to get the implementation of the

data.

DATA ANALYSIS AND DISCUSSION

First,it explained analysis of student motivation in learning process supported by

“Kahoot!” in writing class.Second, it explained “Kahoot!” was effective to motivate students

in learning writing process.And the last, it explained discussion.

A. The Data Description

The title of this study that is “An Analysis of Student Motivation in Teaching and Learning

Process by Using Kahoot!” has the purpose to describe the analysis of student motivation in

teaching and learning process by using Kahoot! and to describe the use of Kahoot! effective to

motivate students in learning writing process that is Conditional If exactly at the second year

of SMPN 1 Sumber Cirebon. The writer chose the last year of SMPN 1 Sumber because the

material given is Conditional If which is syncronize with the curriculum.And the research is

done in the beginning academic year 2018/2019, so that is why this is done in the second year

of SMPN 1 Sumber Cirebon. In this study the writer used pre-experimental research. With the

respondents was the VIII class of SMPN 1 Sumber which amounts to 352 students. The

researcher used non random class as the experimental class and only two class without using

control class.This research was done on 1

until 16

April 2019. The researcher conducted a

study for three meetings.On the first meeting, researcher only gave the questionnaire about

student motivation in learning process before using Kahoot!. The second and the last meeting

was the treatment of using Kahoot! in learning process with 90 minutes in every meeting.This

study was conducted by using Kahoot! as the media to deliver the material in learning

process.The researcher collaborated with the other researcher as an English teacher to carry out

the research to find out the answer of the researchproblem. And she prepared a lesson plan

(RPP) as a reference in teaching and learning activities. For the first meeting was conducted on

Monday, April 1, 2019.The second meeting was on Monday, April8, 2019, and the last meeting

was on Tuesday,April 16, 2019. And here the process of analysis of students’ motivation in

teaching and learning process by using Kahoot! application:

a. Session 1

The first meeting was on Monday,April 1, 2019.In the firstmeeting,the researcher only gave

a questionnaire to know their motivation about their experience when did learning process

before using Kahoot!.

b. Session 2

The second meeting was on Monday, April8, 2019. In the second meeting, the teacher gave

pre-test about the material which will given.After that the teacher started to teach them as usual

whit her teaching method. While teacher did the treatment, the researcher observed how

students’ activity with fulfill the observation sheet of motivation which is included five points

in four categories. And researher observed fifty students as a group consist of two until three

students in each group.

c. Session 3

The last meeting was on Tuesday, April 16, 2019. In this meeting, the teacher explained

what and how to use Kahoot! and did the treatment by using Kahoot! application. Teacher

taught writing skill that was Conditional If and for the process of the learning activity between

teacher and the students can be seen in lesson plan (see Appendix).And the researcher observed

Vol 1, No 1 September,

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An analysis of students’ motivation in teaching and learning

process by using kahoot

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students’ activity with fulfill the second observation sheet of motivation in the back of the class.

And in the end of the learning activity, the teacher gave a post-test and also the researcher gave

a questionnaire about their motivation after using Kahoot! application.

B. The Data Analysis

This is the process and result of the data analysis from the students’ motivation in teaching

and learning process by using Kahoot! and the use of Kahoot! effective to motivate students in

learning writing.

1. An Analysis of Student Motivation in Learning Process by Using “Kahoot!”

This is the result of students’ observation as the instrument of analysis of student motivation

in learning process by using Kahoot!. the observation sheet was used in this study and it was

all about students’ activites during teaching and learning process in the classroom. The result

of observation sheet can be seen below:

Result of Observation (Meeting 2)

a. Attention χ100%

= 100%

= 60.8%

b. Relevance/Accepting χ100%

= 100%

= 54.8%

c. Confidence χ100%

= 100%

= 63.6%

d. Satisfactionχ 100%

= 100%

= 62.4%

Based on the calculation above, it showed the result of attention was 60.8% and on the

students’ activity criterion had “enough” effect. It means that teaching english use a traditional

way can’tmake high attention for student in teachingand learning writing process. Because at

the first sign, when teacher said learning process as usual, their face look like bored.The result

of relevance was 54.8% and on the students’ criterion had enough affect.It means that what

students absorb does not show that all learning material can be accepted in traditional ways.

The result of confidence was 63.6% and on the students’ activity criterion had an enough affect

it means that they was not too confidence enoughto understand the material.It can be seen on

what they did, they need an innovation way to make they feel confident.The researcher known

it because the amount of who was answer the question was on the screen of power point. And

the last is the result of satisfaction was 62.4%, on the students’ criterion had aenough affect. It

means that students had feel bored. Because of the level of material is so hard to understand.

Beside, the teacher have no power or inovation to make them feel fresh.

Result of Observation (Meeting 3)

a. Attention χ100%

= 100%

= 98%

b. Relevance/Accepting χ100%

= 100%

= 88%

c. Confidence χ100%

= 100%

= 85.2%

An analysis of students’ motivation in teaching and learning

process by using kahoot

Vol 1, No 1 September ,2022

Virga Putra Darma, Cecep Agus, Utami Rosalina |

http://joss.al-makkipublisher.com/index.php/js

d. Satisfactionχ 100%

= 100%

= 84%

Based on the calculation above, itshowed that the result of attention was 98% and on the

students’ activity criterion had a very good affect. It means that students interest about the

material which was delivered with KahootI.Also,the use of Kahoot! can give a very high

attention for student in teaching and learning writing process. Because at the first sign, when

teacher said learning process will use Kahoot! application and have to log in into the website

“kahoot.it” and absolutelty it must be connected using their gadget,they was so curious. During

learning process they totally focused and interest on what they saw on the screen. It can be seen

from their sight that always look to the front. That is all because the researcher combine

between what student like that is gadget and the material. And also the look of Kahoot!

application that has several colours, signs, musics that made students interest.Next, the result

of relevance was 88% and on the students’activity criterion had a very good affect.It means

that they were more understand about the system and the material given. They already usual to

answering the questions and also already approximating how fast they had to understand the

material and read the question, and chose the best answer.Because they knowed there was a

limited time to answer the question. And the one who fastest to answer,their name and score

would appear on the screen.The last, it does not need a long time to make them understand

about this application and they easily follow the question to the next question.For the result of

confidence was85.2%and on the students’ activity criterion had a very good affect. It means

that the student confidence enough to learning using Kahoot! application. It can be seen on

how fast they answered the question on Kahoot!. And the last the result of students’ satisfaction

was 84% and on the students’ activity criterion had a good affect. It was all because one student

and the other do a high competence and they were who win or lost push to be number one.In

addition, researcher also analyzed questionnaire that already fulfilled by the students to support

an analysis of students’ motivation supported by Kahoot!. The first questionnaire sheets were

conducted a week before teacher gave the treatment in the second meeting on Monday,April 8,

2019. And the second questionnaire was conduct in the third meeting which was done on

Tuesday, April 16, 2019.Moreover, the first questionnaire consist of ten statements by offering

three options about their responses in learning process using traditional learning.And the

second questionnaire had ten statements by offering three options about their responses in

learning process using Kahoot! application.Those thee options are Strongly Agree (SA), Agree

(A) and Disagree (D). Then the result of questionnaire was presented in the following table.

Tabel 1. The Result of Questionnaire Before the Treatment (Source: Keller 2010)

No.

Statements

Alternative Answer

Strongly Agree

Agree

Disagree

I’m interested in learning

English by using traditional

learning.

0 student

(0%)

students

(25%)

students

(75%)

I’m curious in learning

English by using traditional

learning.

0 student

(0%)

student

students

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An analysis of students’ motivation in teaching and learning

process by using kahoot

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(13%)

(77%)

I’m sure that learning English

by using traditional learning

very useful for me.

0 students

(0%)

students

(13%)

students

(87%)

I’m sure that using traditional

learning is one of the way to

comprehend the material in

learning English

1 student

(1%)

students

(21%)

students

(78%)

It’s easy for me to using

traditional learning in

learning English.

3 students

(3%)

students

(25%)

students

(72%)

I’m sure that traditional

learning is able to help me to

more confidence in learning

English.

0 students

(0%)

students

(18%)

students

(85%)

I’m satisfy in learning English

by using traditional learning.

1 student

(1%)

students

(15%)

students

(84%)

I’m enjoy in learning English

by using traditional learning.

1 student

(1%)

students

(15%)

students

(84%)

I’m happy in learning English

by using traditional learning.

0 student

(0%)

students

(30%)

students

(70%)

10.

I’m sure that using traditional

learning is able to motivate

me in learning English.

0 students

(0%)

students

(17%)

students

(3%)

Tabel 2. Result of Questionnaire After The Treatment (Source: Keller 2010)

No.

Statements

Alternative Answer

Strongly Agree

Agree

Disa

gree

An analysis of students’ motivation in teaching and learning

process by using kahoot

Vol 1, No 1 September ,2022

Virga Putra Darma, Cecep Agus, Utami Rosalina |

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I’m interested in learning

English by using Kahoot!.

75 students

(75%)

24 students

(24%)

1 student

(1%)

I’m curious in learning English

by using Kahoot!.

88 students

(88%)

10 students

(10%)

2 student

(2%)

I’m sure that learning English by

using Kahoot! very useful for

me.

78 students

(78.%)

22 students

(22%)

0 student

(0%)

I’m sure that using Kahoot! is

one of the way to comprehend

the material in learning English.

86 students

(86%)

14 students

(14%)

0 student

(0%)

It’s easy for me to using Kahoot!

in learning English.

96 students

(96%)

4 students

(4%)

0 student

(0%)

I’m sure that Kahoot! is able to

help me to be more confidence

in learning English.

78 students

(78%)

20 students

(20%)

2 students

(2%)

I’m satisfy in learning English

by using Kahoot!.

88 students

(88%)

12 students

(12%)

0 student

(0%)

I’m enjoy in learning English by

using Kahoot!.

96 students

(96%)

4 students

(4%)

0 student

(0%)

I’m happy in learning English by

using Kahoot!.

89 students

(89%)

11 students

(11%)

0 student

(0%)

10.

I’m sure that using Kahoot! is

able to motivate me in learning

English.

90 students

(90%)

10 students

(10%)

0 student

(0%)

Based on the result of the questionnaire above before the treatment, it showed that

learning English using traditional learning was monotone. Students did not too interest in

learning English exactly on writing class using traditional learning which was usual they found

when they learnt English. And also they totally just so, or not curious about learning English.

But they believed enough if learning English using traditional learning is useful for them, it

can be seen on the scale of useful point (point 3). Learning English using traditional learning

had less motivate them to learn. And it had a big effect for they confidence, satisfy, enjoyment,

and happiness in learning process exactly in writing class. It means that they do not like

learning English using traditional learning. On the other hand, the result of the questionnaire

after treatment that is learning English using Kahoot! showed that the students were interest

and curious about the learning. And they though if learning English using Kahoot! was able to

motivate them in witing class. It affect to the student itself. They were more satisfy, enjoy and

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An analysis of students’ motivation in teaching and learning

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happy, in learning English so that was why it made them more understand about the material

given. It can concluded if the use of Kahoot! is able to motivate students in learning process.

2. The use of “Kahoot!” is Effective to Motivate Students in Learning Writing

The instrument of the use Kahoot! is effective to motivate students in writing class was

the result of the questionnaires.The researcher devided questionnaire before and after treatment

using Kahoot! application in learning process. The result of questionnaire before treatment (See

Table 1) showed that traditional learning was less of students enthusiasm. It means that

traditional learning was not effective to motivate students in learning process and also it made

students had a less desire to know more about English. And for the result of the questionnaires

after treatment using Kahoot! in writing class (See Table 2) showed that the use of Kahoot!

was effective to motivate students in learning writing process. It can be seen on the

questionnaire result about their attention include their interest and curious was so big. Students’

confidence and satisfy in learning writing process using Kahoot! application. Questionnaire

Interpretation Score of Students’ Motivation can be seen on table below as follows:

Table 3. Questionnaire Interpretation Score

Score

Interpretation

0% - 20%

Very Weak

21% - 40%

Weak

41% - 60%

Fair

61% - 80%

Strong

81% - 100%

Very Strong

Riduwan (2008:13)

C. Discussion

The discussion of this study is devided into two parts: an analysis of students’ motivation

in teaching and learning process by using Kahoot! and “Kahoot!” is effective to motivate

students in learning writing.The explanation will be presented as follow:

1) An analysis of students’ motivation in teaching and learning process by using

Kahoot!

The objective of the main formulation of the problem of this study is to describe an analysis

of sudents motivation in learning process by using Kahoot!. This implementation of Kahoot!

as a media in learning process was done on the experimental class. The researcher devided

this study into three meetings, from 1st until 16th April 2019.

Based on the result of the observation in the first and second meeting, the result of the

attention was 60.8% and 98% which on the students’ activity criterion had a very good effect.

It related with Keller (2010) motivational variables related to stimulating learners’ curiousity

and interest also direct and manage students’ attention. This is done by using cues or sign to

lead the student focus.And Dellos (2015) Students choose their answer in Kahoot! by

selecting the color option that matches the color option on the board. It proved students give

attention by their look in his eyes that always look to the front or the subject that given by the

teacher.

The result of relevance was 54.8% and 88% on the students’ criterion had very good

effect. It is all about students’ understanding of material given, Keller (2010). And also

An analysis of students’ motivation in teaching and learning

process by using kahoot

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student who answered and responded the question on Kahoot! correctly got a high point,

Bryne (2013). It means student who answer fastest and correct is they who had undestanding

about the material deliver by Kahoot!. Although in the first meeting half of student not to

understand but in the second meeting they did it well.

The result of confidence was 63.6% and 85.2% on the students’ activity criterion had a

very good affect. Keller (2010) to see students confidence by attitude which easily to ask and

how fast they do an action or task. Dellos (2015) Kahoot! is a best practice in education to

integrate competitive games in the classroom. It prove by the amount of students who

answered the question was on the screen of power point increasing fast.

And the last is the result of satisfaction was 62.4% and 84% on the students’ criterion

had a good effect. Satisfaction is the desire to keep learning which come from extrinsic or

intrinsic factor include happy and enjoy during learning, Keller (2010). And Kahoot!

application creates a fun and competitive environment that promote student motivation in

learning (Dellos, 2015).

Based on the result of both observation and questionnaire, it means the use of Kahoot!

application in learning process run well and it can be motivated for student to keep learning.

Kahoot! is a healthy competition and student will be motivated to be number one between

other and fun (K!ademy; 2016). Kahoot! can trigged motivation for student to learn (Dellos,

2015).

2) Students’ effectiveness of using Kahoot! in learning Writing Process

The next problem on this research is to describe the use of Kahoot! in learning writing is

effective to motivate students. The instrument of this study was questionnaires. Based on the

result of the questionnaire before and after treatment, there were a significant differencess

founded. The first is 75% students chose Disagree if they curious learning using traditional

learning. On the other hand 75% students chose Strongly Agree in learning using Kahoot!.

the second is 77% students chose disagree if they easy learning English using traditional

learning and 88% chose Strongly Agree in using Kahoot!. The Third 87% students chose

Disagree if they enjoy learning using traditional learning and 78% in using Kahoot!. Fourth

78% students Disagree ih they happy learning using traditional learning and 86% Strongly

Agree if using Kahoot!. The last, 83% chose Disagree if they motivated using traditional

learning and 90% student Strongly Agree using Kahoot!.

Based on the result of the questionnaire above, so it conclude that Kahoot! application

is effective to motivate sudents in that ways curiosity, easy, enjoy, happy and motivated if it

is used in the classroom activity. It is all because the facilitate that support them to use

Kahoot! is availabe. They used their own gadget anad had a good connection to the internet

which easier for teacher to apply this media.

Supported by Min Pun (2013) using multimedia technology in the language classrooms

improves teaching efficiency in contents and makes the best of class time. It more easier and

fun also to student to learning

CONCLUSION

This consists of the conclusions of the study and suggestions for the future research in

the related topic. Besides being a game, Kahoot can increase students' motivation to learn

English. Kahoot is one of the games in learning, teachers can look for games other than Kahoot

to increase students' motivation such as scratch or wordwall and even other online games. The

first aim of this study was to describe an analysis of student motivation in learning process by

using Kahoot! that had done from 1st until 16th April 2019. The result is the use of Kahoot!

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2022

An analysis of students’ motivation in teaching and learning

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in teaching and learning writing was run well and conductively. The result of observation sheet

and questionnaires showed that there was a big effect of the use Kahoot! as the media to deliver

the material to motivate them to keep learning. So it conclude if Kahoot! had a possitive impact

on the students’ motivation.The second aim of this study was to describe Kahoot! is effective

to motivate students in English learning. And the result of the questionnaires after learning

using Kahoot! showed if students gave a good Attention, Relevance, Confidence and

Satisfaction in learning process using this media. So i conclude that the use of Kahoot! was

effective to motivate students in learning writing process.

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