Exploring Kahoot as Gamification Tool for Teaching Reading Comprehension in the Framework of the Technological Pedagogical and Content Knowledge (A Descriptive Qualitative at Privat Senior High Schools in Karawang)
Abstract
This study explores the use of Kahoot! as a gamification tool in teaching reading comprehension within the Technological Pedagogical and Content Knowledge (TPACK) framework at private senior high schools in Karawang. The research was motivated by students’ low motivation, difficulty in understanding English texts, and limited technology integration in classrooms. Using a descriptive qualitative approach, data were collected through teacher and student interviews, classroom observations, and document analysis. The findings show that Kahoot! enhances student engagement and motivation while encouraging teachers to integrate content, pedagogy, and technology knowledge synergistically. Structured use of Kahoot! in reading lessons facilitates interactive and enjoyable comprehension practice. Nevertheless, challenges such as unstable internet connections and limited device access persist. The study highlights the importance of continuous teacher training in designing TPACK-based instruction with gamified approaches to foster more contextual and effective learning experiences.
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DOI: https://doi.org/10.30998/senndika.v2i2.8918
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