Gamified Learning: The Effectiveness Of Teaching English Subject Using Web Game At SMP Negeri 3 Langsa

This research aimed to investigate the effectiveness of gamified learning using web based games in teaching the English subject, particularly the Simple Present Tense, compared to traditional learning methods. The study applied a quasi-experimental design using two groups: the experimental class taught through web-game-based gamified learning using Kahoot, and the control class taught through conventional methods. Each group consisted of 25 seventh-grade students from SMP Negeri 3 Langsa in the 2025/2026 academic year. Data were collected through pre-tests and post-tests to measure students’ grammar achievement, questionnaires to examine students’ motivation and engagement, and observation checklists to assess classroom behavior. The quantitative data were analyzed using SPSS version 26 through normality, homogeneity, and Independent Samples t-test, while qualitative data from observation and questionnaires were analyzed descriptively to support the statistical findings. The results showed that the experimental group’s mean score increased from 51.04 (pre-test) to 57.88 (post-test) with a gain of 6.84 points, while the control group improved modestly from 49.88 to 52.56 with a gain of 2.68 points. The Independent Samples t-test revealed a significance value of 0.000 < 0.05, indicating a significant difference between the two groups. Furthermore, the questionnaire results demonstrated that most students in the experimental class felt more motivated, confident, and focused when learning through web games. The observation data supported these findings, showing that students exhibited higher enthusiasm, collaboration, and active participation during gamified sessions. In conclusion, the implementation of web-game-based gamified learning through Kahoot significantly enhanced students’ mastery of the Simple Present Tense and positively influenced their motivation and engagement in learning English. Therefore, gamified learning can be considered an effective and innovative approach for English instruction, particularly in junior high schools aiming to create an enjoyable and interactive classroom environment.