KAHOOT IN AN EFL CLASSROOM: TEACHERS’ BELIEFS

Authors

  • Muhammad Yoga Fadhilah Universitas Singaperbangsa Karawang, Jl. HS.Ronggo Waluyo, Puseurjaya, Telukjambe Timur, Karawang, Indonesia
  • Praditya Putri Utami Universitas Singaperbangsa Karawang, Jl. HS.Ronggo Waluyo, Puseurjaya, Telukjambe Timur, Karawang, Indonesia
  • Yuna Tresna Wahyuna Universitas Singaperbangsa Karawang, Jl. HS.Ronggo Waluyo, Puseurjaya, Telukjambe Timur, Karawang, Indonesia

DOI:

https://doi.org/10.22460/project.v6i1.p64-71

Abstract

The popularity of using technology in education is growing as the educational system quickly transforms because of the pandemic conditions that exist today. Kahoot is one example of a learning platform designed to assist language teachers in the classroom. Theoretically, teachers beliefs have a big impact on how successfully classroom practices are produced. The purpose of this study is to explore teachers beliefs of using Kahoot in EFL classroom. This study employs a case study methodology. Participants in this study were two teachers with different levels of teaching experience from different vocational schools in Karawang. The data were collected through observation and interview. The study findings showed that there were three sources of teacher beliefs of using kahoot in EFL classroom, there are experience as language learners, teaching experience of what works best, and principles based on education or research. Furthermore, it was also found that teachers' beliefs in using kahoot in EFL classroom. The teachers believe that using Kahoot is influence to their teaching and learning activities, helpful for both teachers and students, and challenging to use.

 

Keywords:  Teachers Beliefs; Kahoot; EFL Classroom

 

References

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: brain, mind, experience, and school. In National Academy Press. National Academy Press.

Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2016). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24–39. https://doi.org/10.1016/j.econedurev.2016.11.007

Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163–176. https://doi.org/10.1177/0033688213488463

Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439–452.

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (Second Edi). Sage Publications.

Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307

Putri, N. S. (2019). Kahoot Apps in English Language Teaching (ELT) Context: An Alternative Learning Strategy. ELSYA: Journal of English Language Studies. http://ojs.journal.unilak.ac.id/index.php/elsya

Ramadhaniarti, T., Arsyad, S., & Arono, A. (2018). Code – Mixing in English Classes of Smpn 14 Kota Bengkulu: Views From the Teachers. JOALL (Journal of Applied Linguistics & Literature), 2(1), 22–33. https://doi.org/10.33369/joall.v2i1.5866

Richards, J. C., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. In Cambridge University Press. Cambridge University Press. https://doi.org/10.1016/0346-251x(96)84114-5

Rosdy, S. N. A., & Yunus, M. M. (2021). A Systematic Review of Kahoot: Perceptions and Challenges among English Learners and Teachers. International Journal of Academic Research in Progressive Education and Development, 10(1). https://doi.org/10.6007/ijarped/v10-i1/9045

Susanti, S. (2017). Fun Activities in Teaching Enlish by Using Kahoot! 2nd International Seminar on Education 2017 Empowering Local Wisdom on Education for Global Issue, 453–458.

Turner, D. P. (2020). Sampling Methods in Research Design. Headache, 60(1), 8–12. https://doi.org/10.1111/head.13707

Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an english language class. Teaching English with Technology, 18(1), 77–92.

Yin, R. K. (2003). Case Study Research Design and Methods. In Sage Publication (Third). Sage Publications.

Downloads

Published

2023-01-21