Abstract : This study examined the effect of using Kahoot on students’ reading comprehension of descriptive texts in an EFL classroom. A quantitative approach employing a quasi-experimental design was used. The participants were 54 tenth-grade students from a senior high school in Palembang, Indonesia, divided into an experimental group and a control group. Data were collected through pretests and posttests consisting of 20 multiple-choice items. The findings revealed that students taught using Kahoot achieved a significantly higher posttest mean score (M = 81.85) than those taught through conventional instruction (M = 62.22). An independent samples t-test indicated a statistically significant difference between the two groups (t = –11.420, p < 0.05). These results demonstrate that the use of Kahoot had a positive and significant effect on students’ reading comprehension achievement. It can be concluded that integrating Kahoot into reading instruction is an effective pedagogical strategy for improving EFL students’ comprehension of descriptive texts. The findings suggest that game-based digital learning tools can enhance engagement and learning outcomes in secondary school English classrooms.
Indawan et al. (Thu,) studied this question.