ENGLISH EDUCATION

English Journal for Teaching and Learning

Vol. 12 No. 02 Desember 2024 pages 222 - 237
[Link]

The Effectiveness of Blooket Media Toward Student’s

Vocabulary Mastery

Irwan Sulistyanto*1, Wildan Isna Asyhar2

1,2 Universitas Islam Kadiri, Indonesia

e-mail: *1irwan@[Link], 2wildan@[Link]

Abstract The purpose of this study is to determine whether Blooket media is

effective in teaching vocabulary and to discover about students'
perceptions of the usage of Blooket media in teaching vocabulary. This
research approach is quantitative with quasi-experimental as the design.
Students are divided into two groups with 20 students in each group. In
both pre- and post-test, data was collected using 20 multiple-choice
questions. To know the student’s perception about the use of Blooket, 11
items of questionnaires was utilized. The research results showed that
Blooket media is effective for increasing the students’ vocabulary
mastery. Furthermore, students at experimental group were positively
respond to the use of Blooket media.
Keywords: Blooket; Vocabulary Mastery; Gamification

Abstrak Tujuan dari penelitian ini adalah untuk mengetahui apakah media
Blooket efektif dalam mengajarkan kosakata dan untuk mengetahui
persepsi siswa terhadap penggunaan media Blooket dalam
mengajarkan kosakata. Pendekatan penelitian ini adalah kuantitatif
dengan desain kuasi-eksperimental. Siswa dibagi menjadi dua
kelompok dengan 20 siswa di setiap kelompok. Pada pre-test dan post-
test, data dikumpulkan dengan menggunakan 20 pertanyaan pilihan
ganda. Untuk mengetahui persepsi siswa tentang penggunaan Blooket,
digunakan 11 item kuesioner. Hasil penelitian menunjukkan bahwa
media Blooket efektif untuk meningkatkan penguasaan kosakata siswa.
Selain itu, siswa pada kelompok eksperimen memberikan respon positif
terhadap penggunaan media Blooket.
Kata Kunci: Blooket; Penguasaan Kosa Kata; Gamifikasi

E-ISSN : 2579-4043 P-ISSN: 2338-8781

*
Corresponding Author : irwan@[Link]
 The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery

INTRODUCTION
The technological revolution in industry 4.0 has brought significant
changes to the world of work and has impacted many aspects of daily life,
including education (Lase, 2019). Technology and digitalization have become
central themes of the industrial revolution 4.0, which has significant implications
for how educators teach and develop the skills needed to face the challenges of the
past (Alimuddin et al., 2023). One way for teachers and students to adapt to the
Industrial Revolution 4.0 is to utilize technology in the learning process.
A new understanding of this technology also gives rise to new habits for
students and educators in providing excellent and appropriate learning methods
to create a quality learning process (Salsabila et al., 2023). The new things referred
to here are learning methods and media, as well as the use of digital platforms.
With the current implementation of the Independent Curriculum, teachers and
students are required to be able to collaborate on the use of technology as a
medium during the teaching and learning process. They are also states that using
technology from an educational methodology perspective makes classroom
learning more enjoyable and can be readily accepted by students (Salsabila et al.,
2023). Apart from that, using media such as projectors, laptops, and gadgets also
supports the learning process in class.
Learning media has a fundamental role in creating an engaging and
enjoyable learning environment. Learning media provides the concept that it may
be simpler and more attractive for students to understand. Using good learning
media in lessons has a positive impact on students since they quickly process the
materials given (Berlian et al., 2024; Fanny Destiani et al., 2023; Salwa & Ghassani,
2023). Technology revolutionizes learning methodology and offers interactive and
diverse learning styles (Subroto et al., 2023). Therefore, this technology's
breakthroughs and other advantages must be utilized and implemented in the
learning process. One of the newest innovations in learning media is gamification.
The concept of gamification is not something new. Gamification has
emerged since 2010 and has become a widespread trend in society in various
aspects, including the world of education (Yan et al., 2023). Its emergence occurred
over approximately ten years. In recent years, an understanding of traditional
approaches that are considered less effective has emerged. This understanding

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 The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery

explains that students often feel bored and lack motivation (Sari & Alfiyan, 2023).
To overcome this, teachers are required to be able to explore various new things
that can attract students to learn.
Gamification is a game-based learning concept that is universal and broad
(Cabello et al., 2021; Dahalan et al., 2024; Krath et al., 2021). Gamification is
considered a modern breakthrough and effective technology in high-quality
learning (Yan et al., 2023). There are many types of applications within the
gamification circle. One of the many applications is Blooket. Blooket is a quiz-
based game platform (Sartika et al., 2023). A unique characteristic of Blooket is that
there are many types of games that students can play while taking quizzes. This,
of course, makes learning more interactive, and students will feel more interested
in participating in learning. Blooket can provide a different learning experience by
making students master material without realizing it (Nur’aeni & Hasanudin,
2023). This is because the implementation is light and fun, so students will not feel
bored, and it will be easier to understand and master the material.
Apart from technology, language is an important thing (Ilyosovna, 2024).
Its development is also relatively rapid. Language is a tool for communicating with
each other (Apriyanto, 2022). Mastering a foreign language is very important
because it can convey messages and communicate with people outside (Susilo et
al., 2022). In terms of education, an educator must also provide the development
of a foreign language, especially in the era of the Industrial Revolution 4.0
(Alimuddin et al., 2023). In today's global world of work, the ability to use a foreign
language will add a plus value to every individual. In other words, the chances of
being accepted for work for someone proficient in a foreign language will be
greater than for someone who is not experienced in a foreign language
(Akhmatovich, 2021).
In the process of learning English, four skills must be mastered: speaking,
listening, reading, and writing (Hadi et al., 2023). With the rapid progress and
development of technology today, teachers are required to be able to present fun
ways of teaching so that students can receive them well (Darling-Hammond et al.,
2024). Especially if students have difficulty in a particular component of skills,
especially a lack of vocabulary. One learning media that can be used to overcome
this problem is Blooket.

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 The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery

Blooket is a game-based learning platform that allows teachers to create

learning-based games with students (Che Ku Nuraini Che Ku Mohd et al., 2023).
This media can be accessed via the website [Link] easily without
having to download an application. Different from other platforms, Blooket is a
platform that can function as a quiz with an online game concept by presenting
animal characters as avatars (Kuzma, 2022). Therefore, students will feel
comfortable and interested in using this media. In line with the theory before,
students liked the block game display because there was a leaderboard that
presented the order of highest to lowest scores (May, 2021). According to them, the
existence of the leaderboard encourages students to compete to get the highest
score.
This lightweight Blooket media is suitable for teaching vocabulary because
it can attract students' interest in learning something. In Blooket, there is the same
collection of questions but with many different game modes to help players stay
enthusiastic without getting bored (Thu & Dan, 2023). The Blooket concept, which
is like online games, makes it easier and more comfortable for students to learn
vocabulary. Students indeed will no longer feel pressured when completing
vocabulary quizzes (Nur’aeni & Hasanudin, 2023).
The use of Blooket in the learning process has previously been researched
and proven. The research has found that Blooket facilitates a "fun" technique for
vocabulary learning for students. Students acknowledged that the amount of
vocabulary they learned increased because of their teacher's use of Blooket during
lessons on vocabulary in the classroom (Thu & Dan, 2023). Apart from that,
another research found that the use of Blooket in the learning process had a
positive impact as proven through analysis of pre- and post-test results carried out
in the experimental and control group (Susilo et al., 2022). Using Blooket in the
learning process can improve student learning outcomes. Using Blooket media
makes students more enthusiastic and creates interactive learning for students
(Sartika et al., 2023).
The observations of learning outcomes carried out by researchers during
the teaching vocabulary for 1 semester show that 1) students still have a limited
vocabulary, 2) students cannot pronounce words correctly, and 3) students have
difficulty spelling words, and 4) students do not fully understand many of the

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words they say. Lack of mastering English vocabulary is one of the highest issues
during observation. Hence, it implies that as a lecturer should have to use
interactive and attractive learning media (Oktarina et al., 2022).
During the observation, the researcher also found a unique phenomenon
in Faculty of Teacher Training and Education, Department of English Education,
in which most of their students come from Kampung Inggris, Pare. The results of
interviews shows that although they come from Kampung Inggris, most of them are
unfamiliar with new English vocabulary in university context.
Apart from observations, the researcher also conducted preliminary
interviews to strengthen the reasons for conducting this research. The primary is
something that is used starting from a preliminary study of the object being
studied (Sugiyono, 2020). This research uses observations and interviews with
lecturer of vocabulary class to obtain initial benchmarks. Based on the preliminary
results, it can be concluded that the first semester of English Department, FKIP
UNISKA is lack of vocabulary, which causes low learning interest and low
learning outcomes.
Researchers prefer to bring up this topic because it is relevant to the current
era and is related to previous listed issues. These days, technology has become
widespread and is utilized by almost all strata of society. One of the many areas of
life which technology has affected is education. Gamification is a recent
technological breakthrough in the field of education (Cavus et al., 2023).
Gamification is a game-based element that has been widely used since 2010,
especially in the education sector (Thu & Dan, 2023). Many types of gamifications
have emerged, but researchers decided to choose Blooket as a learning media. The
reason is that Blooket has many kinds of games in it that students can choose
directly. In addition, students can choose animal characters as avatars, which also
makes them feel attracted to Blooket.
Addressing the problems above, the recent study explores two main
questions as follows: Is there any significant difference in student’s vocabulary
mastery after they are taught by using Blooket media? And what is students’
response toward the use of Blooket media in teaching vocabulary?

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 The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery

METHOD
Design
This study used a quantitative as research approach. Quasi-experimental was
chosen to design this research. Quasi-experimental designs aim to provide both
experimental and control conditions using randomization. A quasi-experimental
research design combines elements of randomized experimental designs,
including pre-post measurements and treatment-control group comparisons. The
objective of a quasi-experimental design is to compare the effect treatment on a
subject's result toward maintaining the treatment (Davison & Smith, 2018).
Research Subject
Students who joined in the Vocabulary and Grammar for General
Communication during the first semester of the academic year 2024/2025 was the
subject of the study. The participants were 40 students from A and B classes. They
were chosen through purposive random sampling and were expected to have the
same degree of language competence. Each group contained 20 students.
Instruments
The instruments were a vocabulary test and a set of questionnaires. Pre and
post tests were administered in written form to both groups. The test consisted of
20 multiple choice questions. Whereas, the questionnaire was about student’s
perception toward the use of Blooket media in teaching vocabulary. It consisted 11
items adapted from Davis (1989). The indicators were 3 items for perceived
usefulness, 2 items for perceived ease-of-use, 3 items for attitude toward using
technology and 3 items for satisfaction. It used 5-point Likert Scale to answer each
point, described as from 1 for strongly disagree to 5 for strongly agree.
Data Collection Technique and Analysis
The process of collecting data was started by giving pre-test in both groups.
Students were given a vocabulary test before implementing the experimental
teaching. The test related to vocabulary mastery. Students completed the pre-test
around 40 minutes. The treatment was started after to do the pre-test. In
experimental group, the students were taught using Blooket media. The treatment
has done for 4 meetings. As described, they were given 2 texts in pdf form. The
students were invited to read the text for about 20 minutes. They were asked to
identify at least 5 difficult words. After completing the reading activity, they were

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 The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery

asked to prepare their phone for playing Blooket. The lecturer prepared sets of
questions that focused on antonyms, synonyms, and vocabulary exposition.
Because there were three sets of quizzes, the students chose three types of games.
In this case, they chose the game types 'fishing frenzy', 'café', and 'factory'. At the
last meeting, students were given a post-test to measure their abilities and how
much they understood the vocabulary material being taught. The post-test was
held for 40 minutes, with the same weight as the pre-test but with different
questions. This was done to find out if there were any differences in both groups.

RESULT AND DISCUSSION

Blooket Media to Improve Student’s Vocabulary Mastery
To answer the first problem in this research related with whether Blooket
Media improve student’s vocabulary mastery or not, several analysis data has
done. Here, the Table 1 presents frequencies of score in experiment and control
groups. The complete presentation can be seen below.

Table 1. Score of Pre-test and Post test

No EG CG
Pre Post Pre Post
1 55 65 55 65
2 70 60 50 70
3 60 80 70 60
4 75 85 55 65
5 70 75 50 50
6 70 80 65 65
7 55 75 60 65
8 95 80 75 60
9 75 85 45 55
10 60 80 60 55
11 75 70 55 55
12 45 65 50 50
13 60 55 65 80
14 55 70 50 50
15 50 60 30 70
16 65 75 40 65
17 50 65 55 55
18 30 65 65 65
19 40 80 80 75
20 55 80 30 50

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 The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery

Table 1 reveals that the experimental groups' minimum pre-test score is 30,
and their maximum pre-test score is 95. The lowest post-test score for experimental
groups is 55, and the highest is 85. Meanwhile, at control group, the lowest pre-
score is 30 and the highest score is 80. Furthermore, the control group's lowest post-
test score is 50, while its highest score is 80. There was no significant difference in
the students' pre-test scores between the experimental and control groups.
However, there was an improvement in vocabulary mastery scores after the
experimental group received Blooket media, as there were differences in post-test
findings between the two research groups. Table 2 is the summary of research
result.

Table 2. The summary of research result

No Groups Min Q1 Median Q3 Max Mean SD
1. Exp. 30 51.25 60 70 95 60.50 14.59
Pre-test
2. Exp. 55 65 75 80 85 72.50 8.95
Post-test
3. Cont. 30 50 55 65 80 55.25 13.12
Pre-test
4. Cont. 50 55 62.50 65 80 61.25 8.71
Post-test

Table 2 reveals that both groups had higher mean post-test scores
compared to pre-test scores. Statistical analysis was used to evaluate whether the
increase was significant or a coincidence. Here is a histogram to help visualize the
experimental pre-test and post-test results.

Figure 1. Experiment pre-test results

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 The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery

Figure 2. Experimental post-test results

Then, before proceeding to the next stage of analysis data. The data
normality test was carried out. The normality test was performed using Shapiro-
Wilk because the sample is less than 50, and the results are presented in Table 3.

Table 3. Normality Test

Groups Test Statistics p-value Notes Result
Experimental Pre-test .973 .813 Normal t-test
Experimental Post-test .920 .100 Normal t-test
Control Pre-test .966 .675 Normal t-test
Control Post-test .926 .127 Normal t-test

The normality test is presented in Table 3. The p-values for the

experimental pre-test group are 0.813, experimental post-test group is 0.100,
control pre-test group is 0.675, and control post-test group is 0.127. If the p-values
are greater than a preset significance level (often set at 0.05), the data is considered
normally distributed. The results of the homogeneity test using Levene's statistic
are shown in table 4.
Table 4. Homogeneity Test
Groups Test Levene Statistics df1 df2 Sig. Notes
Exp. and Post- 1.343 3 76 0.267 Homogenous
Cont. test

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 The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery

Table 4 reveals that sig. score Based on Mean value is greater than 0.05, it
can be concluded that the variance of experimental and control group seeing from
post test score is homogenous. Thus, one of the conditions for doing independent
sample T-test has been fulfilled. The result of calculation using independent t-test
can be seen on Table 5.
Table 5. Independent T-test for Test of Significance

Groups Test t df Sig.

Exp. and Cont. Post-test 4.025 38 0.000

Table 5 shows Sig. value (2-tailed) is 0.000 less than a predetermined

significance level 0.05, so it can be concluded that there are significant differences
between students’ vocabulary mastery who are taught using Blooket and who are
not taught using Blooket media.
The findings reinforce gamification in teaching vocabulary. The existence of
games on Blooket makes students feel less burdened when taking quizzes to
increase their vocabulary (Pham & Ly, 2023; Sartika et al., 2023; Thu & Dan, 2023).
By using Blooket, learning becomes much more enjoyable (Faruq & Amri, 2023).
There are also interesting characters that students can choose without having to
have a premium account. With this attractive appearance, students are not
burdened with the existing material. Overall appearance of Blooket attracts
students' interest, thereby encouraging activity and a sense of comfort during the
learning process (Che Ku Nuraini Che Ku Mohd et al., 2023; Nur’aeni &
Hasanudin, 2023).

Student’s Perception of the Experimental Group from Questionnaire

Here is the presentation about the students’ perception about the use of
Blooket media in teaching vocabulary. The students performed positive perception
about it as indicated in Table 6.
Table 6. Student’s perception toward the use of Blooket media
No Statement N Mean SD
Perceived usefulness 20 3.37 1.09
1 Blooket would help me perform better in vocabulary 20 2.00 1.10
class.
2 Blooket would help me get a higher score in my 20 1.72 0.97
vocabulary class.

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 The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery

No Statement N Mean SD
3 Blooket would make it easy for me to complete my 20 1.89 1.19
vocabulary exercises.

Perceived ease-of-use 20 3.55 0.96

4 Learning to use Blooket would be easy for me 20 1.72 0.85
5 I would find Blooket easy to use 20 2.22 0.86

Attitude toward using technology 20 3.67 0.97

6 My vocabulary class is more engaging with Blooket. 20 2.06 1.08
7 My vocabulary class is fun using Blooket 20 1.89 0.99
8 I enjoy utilizing Blooket in my Vocabulary class. 20 2.17 0.79

Satisfaction 20 3.50 1.05

9 Blooket's usefulness in Vocabulary Class has met my 20 2.19 1.05
expectations.
10 I am happy that Blooket is simple to use in vocabulary 20 1.89 0.94
class.
11 Blooket's functions in Vocabulary Class have met my 20 1.75 1.04
expectations.

As can be seen on Table 6 Blooket would help me perform better in vocabulary

class (M= 2.00, SD= 1.10), and also Blooket would help me get a higher score in my
vocabulary class (M= 1.72, SD= 0.97). In here, this is the lowest score of student’s
perception in term perceived usefulness. The students think that Blooket would
make it easy for me to complete my vocabulary exercises (M= 1.89, SD= 1.19). At
last, in the terms perceive usefulness, the students believe that Blooket is useful for
teaching vocabulary (M=3.37, SD=1.09).
In the term of perceived ease-of-use, the students believe that Blooket is easy
to use (M= 3.55, SD=0.96). The students consider it as the highest level of
agreement (M= 2.22, SD= 0.86). And learning how to utilize Blooket would be easy
for me. with a mean score of 1.72 and a standard deviation of 0.85.
Next, related to the students’ attitude toward using technology, it got a mean
score of 3.67 and a standard deviation of 0.97. Most of students reported that their
vocabulary class is more engaging with Blooket (M= 2.06, SD= 1.08). Then, they
also considered that their vocabulary class is fun by using Blooket (M= 1.89, SD=
0.99). They enjoy utilizing Blooket in their Vocabulary class (M= 2.17, SD= 0.79). It
meant that most of students believe that using Blooket is fun for learning.

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Regarding to the last indicator about satisfaction, it can be seen that a mean
score of students’ perceptions using Blooket in their vocabulary class was in high
level (M= 3.50, SD= 1.05). The student reported that Blooket's usefulness in
Vocabulary Class has met their expectations (M= 2.19, SD= 1.05 Moreover, they
are happy that Blooket is simple to use in vocabulary class (M= 1.89, SD= 0.94).
Meanwhile, Blooket's functions in Vocabulary Class have met my expectations
become the lowest agreement (M= 1.75, SD= 1.04).
Based on the result of questionnaire above, it can be concluded that most of
students believe that using gamification such as Blooket in the classroom is
interesting, fun and attractive (Pham & Ly, 2023; Thu & Dan, 2023; Tran, M.A,
2022). Blooket can boost the student’s participation and attention. They were
satisfied with Blooket can fulfil their desire in learning vocabulary (Le, 2020). In
addition, Blooket is more effective to engage the students because Blooket is one
of the newest technology that very simple to be use (Faruq & Amri, 2023; Kuzma,
2022; Pham & Ly, 2023; Sartika et al., 2023).

CONCLUSION
As mentioned in the results of the research above, it can be concluded that
Blooket media is effective to increase the students’ vocabulary mastery.
Furthermore, this research also concluded that utilizing Blooket media in teaching
vocabulary can improve their motivation to learn. In the last, the students can
continue to use this media as the alternative to improve their vocabulary skills.
Nonetheless, the study's limitation is that it primarily focused on first-
semester English major students at the Faculty of Teacher Training and Education,
Islamic University of Kadiri in Kediri. As a result, it is difficult to duplicate this
study in varied universities and regions with greater student populations and
characteristics. To have a deeper understanding, it is important to broaden the
scope and explore many areas of language skill with a diverse group of
participants.

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