Student Perspective on the Use of Kahoot! as a Digital Self-Assessment Tool in Writing Class

Abstract

This study aims to describe the application of Kahoot! as a digital self-assessment tool in the writing class and to determine students’ responses to the use of Kahoot! as a digital self-assessment in the writing class. The approach used  a qualitative case study. The instrument used was a questionnaire form containing 11 questions, 5 interview questions and an observation checklist. The findings show that 1 out of 11 questionnaire statements excels on a scale of 4 and 5 because the majority have a positive view. The reason why students respond positively is Kahoot! is considered as a game application or commonly called a game-based educational application that introduces multiplayer activities into the classroom and makes classroom practice or interactive testing simple and fun. The implementation is by using students’ gadgets and the teacher gives directions first and then students can use Kahoot! either at home or at school. The obstacle experienced by students is the limited ability to translate English sentences