“Exploring Kahoot!-based Gamified Assessment on Student Behavioral Engagement In Reading EFL Class”

Oleh :
Kevin Naufal Fawwaaz - K2221041 - Fak. KIP

Kevin Naufal Fawwaaz K2221041. Supervisor: Teguh Sarosa, S.S., M.Hum. “Exploring Kahoot!-Based Gamified Assessment On Student Behavioral Engagement In Reading EFL Class” Thesis Surakarta: Teacher Training and Education Faculty of Sebelas Maret University, April 2026. In the context of EFL, Kahoot! has emerged not merely as an additional game, but as a crucial pedagogical tool that fundamentally changes the dynamics of assessment, bridging the gap between high-stakes exam anxiety and student engagement. This study aims to explore how EFL students’ behavioral engagement manifests during reading gamified assessments using Kahoot! and to investigate the advantages of using this platform in the classroom. Employing a qualitative case study design, the research involved three third-grade students at a private Junior High School in Surakarta. Data were collected through classroom observations and in-depth semi-structured interviews. The collected data were subsequently analyzed using thematic analysis based on the framework by Braun and Clarke (2006). The findings reveal that Kahoot! transforms behavioral engagement by shifting positive conduct from passive compliance to strategic self-regulation, where students follow rules and maintain focus driven by the competitive motivation to win, and it fosters resilience through instant feedback. The study concludes that gamified assessment serves as "social glue," enhancing students' enthusiasm for school participation and transforming high-stakes testing into a motivating social event. However, this study is limited by its small sample size and specific focus on a single private school context, suggesting that findings may not be universally generalizable to all educational settings without further extensive research.