Integrating Gamification and Technology-Assisted Vocabulary Learning through Kahoot: A Service Learning for Underserved Students

Abstract

This study addresses the problem of limited English vocabulary skills among students from one Foundation for Orphans and Quran Memorizers in Muara Angke. Although frequently exposed to English through digital media such as social media, students struggle to actively use the language due to limited educational resources and structured English instruction in school. They also come from diverse cultural backgrounds with differences in learning preferences, tribes, and religious beliefs between the tutors and students, which create challenges in delivering an inclusive teaching strategy. To address these challenges, this research examines how a service-learning program can improve students’ vocabulary skills while creating an inclusive and engaging learning environment for diverse students. It also explores the effectiveness of the Kahoot app as a gamified learning tool to enhance vocabulary retention and student motivation among 7^th to 9^th-grade students (25 students). The service-learning project followed the IPARD (Investigation, Preparation, Action, Reflection, Demonstration) framework: investigating students’ profiles, preparing lesson plans, implementing vocabulary lessons, reflection, and demonstration. A survey was conducted to understand students' ability and learning preferences. Kahoot was used for vocabulary instruction and for conducting a diagnostic test to evaluate the learning outcomes. The quantitative results demonstrated a significant improvement in vocabulary retention, with mean accuracy scores increasing from 46% in the pre-test to 83% in the post-test. The qualitative findings indicated that gamification fostered peer collaboration, sustained learning motivation, and accommodated diverse learning preferences. These findings confirm that combining service-learning initiatives with gamified digital platforms offers a viable, scalable strategy for delivering inclusive and impactful English language instruction in underserved communities.