Perceptions of Kahoot! -Based Gamification in English Grammar Learning: A Descriptive Study of Eleventh-Grade Students

Mochammad Dony Aprialdi (Linguistik Terapan, Universitas Negeri Yogyakarta, Daerah Istimewa Yogyakarta)
Yeni Artanti (Linguistik Terapan, Universitas Negeri Yogyakarta, Daerah Istimewa Yogyakarta)

IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite

The integration of gamification into English language learning has gained increasing attention. However, empirical evidence regarding students' perceptions of Kahoot! specifically in English grammar learning remains limited, particularly in Indonesian secondary education. This study aimed to describe students' perceptions of Kahoot! as a gamification tool in English grammar learning through five dimensions, namely motivation, engagement, comprehension, interaction, and self-confidence, which represent key aspects of students' learning experiences in gamified learning environments. A quantitative descriptive survey design was employed involving 36 eleventh-grade students selected through total sampling. Data were collected using a validated 15-item Likert-scale questionnaire adapted from Saleh et al. (2025) and analyzed using descriptive statistics. The findings revealed that students held highly positive perceptions across all dimensions, with engagement receiving the highest score (M = 14.03; 93.52%), indicating that Kahoot! effectively fostered active participation in English grammar learning. Students also perceived that Kahoot!'s gamification features, including points, leaderboards, challenges, and instant feedback, enhanced grammar comprehension, promoted peer interaction, and strengthened confidence in using English. These findings support Self-Determination Theory by demonstrating that gamified learning environments can promote positive learning experiences through the fulfillment of learners' needs for autonomy, competence, and relatedness. The findings also provide practical implications for English teachers by highlighting the value of integrating Kahoot! into grammar instruction to create more engaging and student-centered learning environments. Overall, this study contributes to the growing body of research on gamified language learning by providing empirical evidence of the pedagogical potential of Kahoot! in enhancing students' learning experiences in English grammar instruction.