Adrie Frans Assa
Krida Wacana Christian University, Indonesia

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THE IMPLEMENTATION OF THE GAME-BASED LEARNING METHOD THROUGH ONLINE EDUCATIONAL GAMES USING KAHOOT TO IMPROVE ENGLISH VOCABULARY MASTERY OF GRADE I STUDENTS AT GLR CHRISTIAN ELEMENTARY SCHOOL SURABAYA Febe Eka Widarma; Adrie Frans Assa; Dwi Murwani W. Pramono; Sarah Prasasti
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
Publisher : Adisam Publisher

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Abstract

This study explored the effectiveness of Game-Based Learning (GBL) using Kahoot to enhance English vocabulary mastery among Grade I-B students at GLR Christian Elementary School. Conducted through Classroom Action Research (CAR) over three cycles, the method showed consistent improvement in student performance. Average scores rose from 88.59% (pre-test) to 98.85% (Cycle I), dipped slightly to 97.95% (Cycle II), and increased to 99.10% (Cycle III). Standard deviation dropped significantly, indicating more consistent achievement. The GBL approach also improved student engagement, independence, confidence, and vocabulary retention. All students achieved the learning standard. These results support previous research on the benefits of GBL in enhancing motivation and language skills. Kahoot is recommended as an effective and engaging tool for vocabulary instruction.
THE IMPLEMENTATION OF THE GAME-BASED LEARNING METHOD THROUGH ONLINE EDUCATIONAL GAMES USING KAHOOT TO IMPROVE ENGLISH VOCABULARY MASTERY OF GRADE I STUDENTS AT GLR CHRISTIAN ELEMENTARY SCHOOL SURABAYA Febe Eka Widarma; Adrie Frans Assa; Dwi Murwani W. Pramono; Sarah Prasasti
International Journal of Teaching and Learning Vol. 4 No. 1 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explored the effectiveness of Game-Based Learning (GBL) using Kahoot to enhance English vocabulary mastery among Grade I-B students at GLR Christian Elementary School. Conducted through Classroom Action Research (CAR) over three cycles, the method showed consistent improvement in student performance. Average scores rose from 88.59% (pre-test) to 98.85% (Cycle I), dipped slightly to 97.95% (Cycle II), and increased to 99.10% (Cycle III). Standard deviation dropped significantly, indicating more consistent achievement. The GBL approach also improved student engagement, independence, confidence, and vocabulary retention. All students achieved the learning standard. These results support previous research on the benefits of GBL in enhancing motivation and language skills. Kahoot is recommended as an effective and engaging tool for vocabulary instruction.
Analysis o leadership style and motivation on turnover intention mediated by employee loyalty at PT. WOM finance Rina Mayangsari; Adrie Frans Assa
Enrichment : Journal of Management Vol. 16 No. 2 (2026): June: Management Science And Field
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/enrichment.v16i2.2510

Abstract

This study aims to examine the Effect of Competence, Work Motivation, and Workload on Employee Performance with Job Satisfaction as a Mediating Variable for Operations Employees at PT. WOM Finance. The study used a quantitative approach with 268 customer respondents. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the assistance of the SmartPLS 4 application. These three variables are ultimately closely related to employee psychological well-being, one of which is job satisfaction. Consequently, numerous studies have shown that competence, work motivation, and workload not only directly influence performance but are also influenced by job satisfaction as a mediator. Employees who feel satisfied with their work tend to have positive energy and make a greater contribution to the company. The results showed that Work Competence (X1) had a positive and significant effect on Job Satisfaction (Z) with a coefficient of 0.151 and a p-value of 0.001 (<0.05). Work competence also has a positive and significant effect on Employee Performance (Y) with a coefficient value of 0.436 and a p-value of 0.000 (<0.05). The Work Motivation variable (X2) has a positive and significant effect on Job Satisfaction (Z) with a coefficient value of 0.516 and a p-value of 0.000 (<0.05). In addition, Work Motivation also has a positive and significant effect on Employee Performance (Y) with a coefficient value of 0.270 and a p-value of 0.000 (<0.05). Furthermore, Workload (X3) has a negative and insignificant effect on Job Satisfaction (Z) with a coefficient value of -0.132 and a p-value of 0.000 (<0.05). The Job Satisfaction variable (Z) has a positive and significant effect on Employee Performance (Y) with a coefficient value of 0.208 and a p-value of 0.000 (<0.05). Job Competence (X1) has an indirect influence on Employee Performance (Y) through Job Satisfaction (Z) with a coefficient value of 0.031, a T Statistics value of 2.534, and a p-value of 0.011 (<0.05). These results indicate that Job Satisfaction is able to significantly mediate the influence of Job Competence on Employee Performance. Work Motivation (X2) also has an indirect influence on Employee Performance (Y) through Job Satisfaction (Z) with a coefficient value of 0.107, a T Statistics value of 3.906, and a p-value of 0.000 (<0.05). These results indicate that Job Satisfaction is able to significantly mediate the influence of Work Motivation on Employee Performance. Furthermore, Workload (X3) has an indirect effect on Employee Performance (Y) through Job Satisfaction (Z), with a coefficient value of -0.028, a T-statistic of 3.235, and a p-value of 0.001 (<0.05).