Students’ Perceptions of Teaching and Learning English as a Foreign Language for Elementary School Students by Using Blooket
Article Sidebar
Main Article Content
Abstract
This study explores the perceptions of fifth-grade students from SD Negeri Rapah 03 and SD Negeri Lodoyong 02 in Ambarawa toward the use of Blooket, a digital gamification platform, in learning English as a foreign language. A total of 40 students participated in this mixed-method research, which utilized questionnaires to collect data. The implementation of Blooket in English lessons focused primarily on vocabulary and sentence structure through interactive game modes such as "Fishing Frenzy" and "Battle Royale." The results indicated that Blooket enhanced students' motivation, engagement, and enjoyment in learning English. Most students responded positively, noting that Blooket made the learning process more fun, helped them understand the material more easily, and encouraged active participation. However, some challenges were also identified, including internet connectivity issues and difficulties with digital access for some students. Despite these limitations, the overall findings suggest that Blooket is an effective tool for improving the English learning experience for young learners and has strong potential for broader use in elementary EFL classrooms.
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The copyright of the accepted article shall be assigned to the journal as publisher. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to published articles.
In line with the license, authors and any users (readers and other researchers) are allowed to share and adapt the material only for non-commercial purposes. In addition, the material must be given appropriate credit, provided with a link to the license, and indicated if changes were made. If authors remix, transform, or build upon the material, authors must distribute their contributions under the same license as the original.
How to Cite
References
Affini, L. N., Setyorini, A., & Susanto, D. A. (2019). A syllabus design to enhance vocabulary and reading skills in computer assisted language learning.
Aini, E. N., Susanto, D. A., & Rahayu, D. B. (2023). Penggunaan teams game tournament berbantu video animasi untuk meningkatkan hasil belajar siswa pada materi explanation text. PRIMER: Jurnal Ilmiah Multidisiplin, 1(4), 386-396.
Aldizeeri, M. M., Nur’Aini, S., & Susanto, D. A. (2023). Investigating communicative language teaching barriers for english students in higher education. VELES (Voices of English Language Education Society), 7(2), 348-360.
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009
Azli, N. A., Shah, P. M., & Mohamad, M. (2018). Perception on the usage of mobile assisted language learning (MALL) in English as a second language (ESL) learning among vocational college students. Creative Education, 9(1), 84–98. https://doi.org/10.4236/ce.2018.91007
Bakhsh, S. A. (2016). Using games as a tool in teaching vocabulary to young learners. English Language Teaching, 9(7), 120–128. https://doi.org/10.5539/elt.v9n7p120
Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2022). Studying student engagement through gamification: A case study. Computers in Human Behavior, 107, 105-112. https://doi.org/10.1016/j.chb.2017.01.011
Chapman, R., & Rich, P. (2018). Identifying motivational factors for game-based learning. Journal of Instructional Research, 7(1), 14–23.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". Proceedings of the 15th International Academic MindTrek Conference, 9–15. https://doi.org/10.1145/2181037.2181040
Greenberg, B. S., Sherry, J., Lachlan, K., Lucas, K., & Holmstrom, A. (2010). Orientations to video games among gender and age groups. Simulation & Gaming, 41(2), 238–259. https://doi.org/10.1177/1046878108319930
Griffiths, M. D., Davies, M. N. O., & Chappell, D. (2003). Breaking the stereotype: The case of online gaming. CyberPsychology & Behavior, 6(1), 81–91. https://doi.org/10.1089/109493103321167992
Griffiths, M. D., Davies, M. N. O., & Chappell, D. (2004). Demographic factors and playing variables in online computer gaming. CyberPsychology & Behavior, 7(4), 479–487. https://doi.org/10.1089/cpb.2004.7.479
Hamari, J., Koivisto, J., & Sarsa, H. (2020). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025–3034. https://doi.org/10.13140/RG.2.2.18822.68165
Hartmann, T., & Klimmt, C. (2006). Gender and computer games: Exploring females’ dislikes. Journal of Computer-Mediated Communication, 11(4), 910–931. https://doi.org/10.1111/j.1083-6101.2006.00301.x
Huang, B., & Hew, K. F. (2018). Implementing gamification in e-learning: A systematic review of empirical studies. Educational Technology & Society, 21(3), 72–84.
Katemba, C. V., & Sinuhaji, E. (2021). Digital games in language learning: Students' perceptions on Kahoot! and Quizizz in English language classroom. Proceedings of the 67th TEFLIN International Conference, 112–119.
Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179–188. https://doi.org/10.1016/j.chb.2014.03.007
Kumar, J. A., & Khurana, N. (2012). Gamification in education – Learn by playing. Education Today, 6(2), 38–41.
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1–5.
Sartika, D. (2023). Blooket for enhancing vocabulary mastery: A study on junior high school students. Journal of English Language Teaching and Linguistics, 8(1), 45–56.
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268–286. https://doi.org/10.1111/jcal.12088
Suryati, N. (2019). Teaching English for young learners in Indonesia: Challenges and practices. Journal of Language and Literature, 19(2), 65–73. https://doi.org/10.24071/joll.v19i2.1863
Susanto, D. A. (2025). SLA development on child's pragmatics devices through mom theo’s tiktok. Applied Research on English Education (AREE), 3(1), 48-63.
Susanto, D. A., Elmasari, N., & Bimo, D. S. (2025). Integrating SLA to enhancing bilingual skills in developing vocabulary, speaking, listening and reading through storytelling. IJELT: Indonesian Journal of Education, Language, and Technology, 1(1), 39-54.
Susilo, A. (2022). Students' satisfaction in gamification-based English learning: A study on Blooket. Jurnal Pendidikan dan Pembelajaran Bahasa Inggris, 9(2), 77–88.
Thu, T. T. M., & Dan, T. H. (2023). Utilizing Blooket for vocabulary practice: A new trend in EFL classrooms. Vietnam Journal of Educational Technology, 12(1), 34–42.
Tran, T. Q. (2021). EFL students’ attitudes towards using Kahoot and Quizizz in vocabulary learning. Language Education in Asia, 12(1), 1–15.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, A. I. (2022). The wear-off effect of gamification with Kahoot! in education. Computers & Education, 165, 104149. https://doi.org/10.1016/j.compedu.2021.104149
Williams, D., Yee, N., & Caplan, S. E. (2008). Who plays, how much, and why? Debunking the stereotypical gamer profile. Journal of Computer-Mediated Communication, 13(4), 993–1018. https://doi.org/10.1111/j.1083-6101.2008.00428.x
Yee, N. (2006). Motivations for play in online games. CyberPsychology & Behavior, 9(6), 772–775. https://doi.org/10.1089/cpb.2006.9.772