FOSTERING CRITICAL THINKING AND READING COMPREHENSION THROUGH KAHOOT-BASED COLLABORATIVE LEARNING IN TEAM MODE: A QUASI-EXPERIMENTAL STUDY IN INDONESIAN EFL JUNIOR HIGH SCHOOL

Abstract

Developing reading comprehension and critical thinking is essential for English as a Foreign Language (EFL) learners, yet conventional instruction may encourage passivity and reading anxiety. This study examined the effects of Kahoot!-based collaborative team learning on factual report text comprehension, critical thinking (analysis, evaluation, and inference), and perceived reading anxiety. Using a quasi-experimental non-equivalent control group design, the study involved 67 ninth-grade students at SMP Islamic Qon, Gresik, Indonesia, assigned to experimental (n = 34) and control (n = 33) groups. The experimental group participated in gamified collaborative instruction, while the control group received textbook-based instruction using the Presentation, Practice, Production model. Data from reading tests, observational rubrics, and a post-intervention survey were analyzed using ANCOVA, t-tests, and Wilcoxon signed-rank tests. The experimental group significantly outperformed the control group in reading comprehension (M = 75.41 vs. 65.27; F(1, 64) = 113.398, p < .001, partial η² = .639). Observations also showed significant improvements in analysis (+1.86), evaluation (+1.88), and inference (+1.91) (p < .001). Survey results indicated 91.8% overall student agreement regarding collaborative learning, motivation, and perceived anxiety reduction. These findings suggest that structured team-based gamification can support reading comprehension and critical thinking while providing a more engaging and less anxiety-provoking EFL learning experience.