High School Students’ Perceptions of Kahoot! Application for Grammar Learning
Persepsi Siswa Sekolah Menengah Atas terhadap Aplikasi Kahoot! untuk Pembelajaran Grammar
DOI:
https://doi.org/10.21070/ups.11903Keywords:
Kahoot!, grammar learning, EFL, student's perception, technology acceptance model, perceived usefil, perceived usefulness, perceived ease of use, gamificationAbstract
This study investigates high school students’ perceptions of Kahoot! as a game-based learning platform for grammar instruction in an EFL classroom. Grounded in the Technology Acceptance Model (TAM) proposed by Davis, the study focuses on Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). A qualitative descriptive design was employed, involving one English teacher and five eleventh-grade students at a senior high school in Sidoarjo, Indonesia. Data were collected through semi-structured interviews and analyzed using descriptive thematic analysis. Findings were organized into five dimensions: general experience, motivation and engagement, grammar learning, classroom interaction, and challenges and suggestions. Students generally perceived Kahoot! positively, particularly for reinforcing previously taught grammar and encouraging engagement through its leaderboard feature. However, competition could also be distracting for some students. The findings suggest that PU and PEOU are contextually interdependent and influenced by institutional constraints.
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