STUDENTS' PERCEPTIONS OF KAHOOT! IN MITIGATING CLASSROOM BOREDOM IN EFL CLASSROOMS: A QUALITATIVE CASE STUDY

Abstract

Classroom boredom continues to be a common challenge in English as a Foreign Language (EFL) classrooms, often reducing students' attention, participation, and enthusiasm for learning. To address this issue, many teachers have begun incorporating gamified learning platforms such as Kahoot! to create a more interactive classroom environment. This study explores how students perceive the use of Kahoot! in reducing classroom boredom during English lessons. A qualitative case study was conducted with 35 tenth-grade students at SMAN 2 Slawi, Indonesia. Data were gathered through classroom observations, open-ended questionnaires, and semi-structured interviews with 15 purposively selected students. The data were analyzed using Braun and Clarke's thematic analysis. The findings reveal that students generally viewed Kahoot! as a learning tool that made English lessons more engaging, enjoyable, and interactive. Features such as quizzes, leaderboards, immediate feedback, and time-based challenges encouraged students to stay focused, participate actively, and interact more confidently during classroom activities. Although a few students reported feeling slightly nervous because of the competitive atmosphere and time limits, they considered these challenges motivating rather than discouraging. Overall, students believed that Kahoot! helped create a more dynamic learning environment, making English lessons less monotonous and reducing feelings of classroom boredom. These findings suggest that integrating gamified learning tools into EFL classrooms can support students' engagement while fostering a more positive learning experience.