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All Journal Innovations in Language Education and Literature
Ahyadi Ahyadi
Universitas Sulawesi Barat, Indonesia
Education Languange, Linguistic, Communication & Media

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Implementing Word Card Media Using Kahoot! to Improve English Reading Comprehension Asti Yuniersi; Ahyadi Ahyadi; Hustiana Hustiana; Fajriani Fajriani; Dwi Adi Nugroho
Innovations in Language Education and Literature Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v3i1.6546

Abstract

This study determined the effectiveness of word card media using Kahoot! on Class VII students' reading comprehension at SMPN 4 Majene and investigated their perceptions. A true-experimental design was employed with two intact classes (  each) selected via cluster random sampling. Data were collected through reading pre-/post-tests and a 10-item questionnaire administered to a purposive subsample of the 10 highest-scoring experimental students. Results revealed that the experimental class post-test mean (73.72) significantly exceeded the pre-test mean (31.92), with an N-Gain mean of 61.41. The independent samples t-test confirmed a statistically significant difference ( ), validating  . Additionally, the high-achieving subsample demonstrated positive perceptions (mean = 66.8), strongly agreeing that the media improved text comprehension, boosted confidence in group discussions, and enhanced learning satisfaction. Thus, word card media integrated with Kahoot! is highly effective for junior high school EFL reading instruction, although these perception findings are localized to top-performing learners and cannot be generalized to the entire class.
Game-Based Vocabulary Learning: The Effectiveness of Spelling Bee in EFL Instruction Muh. Tedy Firansyah; Adi Isma; Ahyadi Ahyadi
Innovations in Language Education and Literature Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v3i1.6773

Abstract

Vocabulary acquisition remains a persistent challenge in EFL classrooms, particularly where students have minimal exposure to English outside school. Conventional instructional methods often fail to sustain motivation or produce meaningful vocabulary gains. This study examines the effectiveness of the Spelling Bee Game as a game-based vocabulary learning strategy among eighth-grade students at SMPN 4 Pamboang, West Sulawesi, Indonesia. A quasi-experimental pre-test and post-test control group design was employed, involving 39 students divided into an experimental class (n=19) and a control class (n=20). The experimental group received vocabulary instruction through three Spelling Bee variations, while the control group followed conventional methods. Data were gathered through vocabulary tests and a Likert-scale questionnaire measuring learning interest. Results showed that the experimental group's mean score rose substantially from 46.6 to 79.5, compared to a modest gain from 47.25 to 66.5 in the control group. An independent sample t-test confirmed a statistically significant difference (Sig. = 0.000). The questionnaire yielded an overall average of 86.2%, classified as Excellent, indicating strong student interest in the approach. These findings suggest that Spelling Bee Game offers a viable and engaging alternative to conventional vocabulary instruction in low-exposure EFL settings.
Co-Authors Adi Isma Asti Yuniersi Dwi Adi Nugroho Fajriani Fajriani Hustiana Hustiana Muh. Tedy Firansyah