



































Sebuah Kajian Pustaka:


English Language Teaching Educational Journal (ELTEJ) 
Vol. 3, No. 1, 2020, pp. 41-51 
E-ISSN: 2621-6485  

  

Kahoot in Maritime English Teaching: Its Impact on Nautical 

Science Cadet’s Oral Reproduction and Vocabulary 

  
Sri Sartini 

Nautical Science of Sekolah Tinggi Maritim Yogyakarta, Indonesia 

sartinisri69@gmail.com 

 
Abstract 

This type of research was Participatory Action Research using the Denzin and Lincoln (2005) model 

which consists of the Kahoot pre-action cycle and post-action cycle. This study aimed to examine the use 

of Kahoot Platform in Maritime English learning. It improved the speaking skill of nautical science cadets 

by the increasing number of maritime vocabularies as an indication. The results of this study described 

that the use of Kahoot quiz made learning experienced in the classroom very interactive, interesting, and 

effective, because of the two cycles carried out increased from the beginning of the cycle to the next cycle 

marked by the increasing number of correct answers done by the cadets. Thus, their vocabulary mastery 

increased as well. Kahoot not only increased vocabularies that supported cadet’s speaking skill initiated 

by the correct oral reproduction, but also increased cadet’s enthusiasm in learning Maritime English. In 

conclusion, the use of online gamification-based Kahoot quiz toward nautical science cadets at Sekolah 

Tinggi Maritim Yogyakarta had a significant impact on vocabulary mastery for effective communication 

skills. 

Keywords: Kahoot quiz, maritime English, oral reproduction 
 

How to Cite: Sartini, S. (2020). Kahoot in maritime English teaching: Its impact on nautical science 

cadet’s oral reproduction and vocabulary. English Language Teaching Educational Journal, 3(1), 41-51  

  

INTRODUCTION   

Digital technology-based learning in the 4.0 era has become a compulsory that cannot 

be negotiated. In fact, the era of the industrial revolution was not only in the economic field 

but also in the field of Education. This is in line with the statement of Saturno, Pertel, 

Deschamps, and de F.R.Loures E. (2018) that entering this era, education must adopt the 

current knowledge by involving technological sophistication such as the use of Artificial 

Intelligence (AI), Cloud, Big Data, IoT, and Robotic. Stanic, Hadjina, Fafandjel, and 

Matulja (2018) also mention that in fact, industrial revolution 4.0 transformations have 

spread into maritime sector and shipbuilding industry. Therefore, a variety of careful 

preparation needs to be done for the success of learning in any sector. Those forms of 

learning preparation are preparing materials as well as the assessment procedure to measure 

the ability of students to understand the information and material provided. Besides 

determining the media to be used in learning is also important. Educators become an 

important key in the learning preparation process. With those good learning preparations by 

educators, it is hoped that the quality and learning targets will be well- achieved according 

to the expected result and it leads to qualified and benefited outcomes.  

 Maritime English Learning in maritime higher education is mandatory and it is 

crucial. It is mentioned by Pratama and Sartini (2019) that in era of industrial revolution 

4.0, maritime higher education must produce qualified human resources that should be well-

acknowledged with the technology and proficient in English. Maritime English learning 

includes English for specific purposes. English teaching which belongs to specific purposes 

is important (Hutchinson & waters, 1987) and it requires practical teaching which combines 

the theories and practice (Nunan, 2003). The International Maritime Organization (IMO) as 

a global maritime policy regulator has issued a Nautical Science cadets handbooks of IMO 

Model course 7.03 that is for deck officers and IMO Model Course 7.04 for prospective 

mailto:sartinisri69@gmail.com


 

 

 

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engine room officers. Those handbooks both regulate curriculum content that must be given 

to prospective seafarer officers to meet minimum requirements as professional, competent 

and skillful seafarers so that the graduates or cadets are ready with the market needs at 

national and international levels. In fact, English which is considered as a foreign language 

in Indonesia is a big challenge in the Maritime teaching process. This is due to the fact that 

learning a foreign language is not that easy. As it is argued by Nunan (1999), the 

measurement of successful foreign language teaching is the student’s capability of making 

conversation in the targeted language. Further Farabi, Hassanvand, and Gorjian (2017) also 

claim that capability in speaking shows proficient skill in the targeted language. Meanwhile, 

the targeted Indonesian seafarers needed are those who are capable and skillful in mastering 

knowledge in their fields and able to communicate actively in minimally English as one of 

international languages. Another statement from Florez (1999) says that speaking should be 

prioritized in language learning. More active language skills are demonstrated by the ability 

to speak up or give utterances. On the other hand, as it is mentioned by St-Pierre and Beland 

(2010) the word reproduction means to, good speaking skill can be derived from the ability 

of making correct oral reproductio state the production of language both in written and 

orally. Therefore, speaking skills initiated by correct oral reproduction become more 

emphasized skills for all prospective seafarers including the Nautical Science cadets. 

Effective teaching strategies to enhance cadet speaking skills through oral reproduction and 

vocabulary drills are also very important. 

 Various language teaching methods are now available. E-learning method by 

involving Gamification (game-based learning) becomes one of positive alternatives to 

improve the achievement of learning objectives. This is due to the fact that E-learning with 

gamification provides attractive learning opportunities and is not boring. Esteve, Pereira, 

Veiga, and Vasco (2018) state that GBL (gamification-based learning) can make learning 

interactive, interesting and effective. He considers that game-based learning makes the 

learner get motivation that encourages the learner to get new knowledge easily according to 

his learning experience. Haryanto (2018) highlights that E-learning model as a game-based 

learning creates faster and easier transfer of knowledge. The term Game-based learning 

emerged from Cheng, C. H. and Su, C.H (2012) who tried to compare conventional or 

traditional learning methods with game-based learning methods and found that game-based 

methods provide more learning. Wiggins (2016) also states that gamification-based learning 

provides an alternative teaching and learning process that is new. Further explained that the 

existing facilities in E-learning can connect the distance (between educators and cadets) 

separated by space and time. In E-Learning method educators and cadets can be connected 

to online classes even if they are in separate place. In addition, besides it attracts the 

enthusiasm of cadets in learning it can also support the learning process itself becoming 

easier, more practical, and even preparing human resources who are ready with technology.  

 One of the E-learning lessons that can be done is the use of Kahoot. Kahoot Media 

is a learning media based on online gamification that can utilize the features as a quiz, 

questionnaire, survey and others. Kahoot was created by three talented entrepreneurs 

namely Johan Brand, Jamie Brooker, and Morten Versvik in 2013 (Vidhiasi, 2018). By 

Kahoot game, educators can provide various types of quizzes, tests, questions that are 

designed to measure the ability of cadet’s knowledge according to the material which is 

already transferred. Learning becomes interesting because all cadets using gadgets or cell 

phones can be directly involved actively in learning with other cadets and with educators. 

Indirectly Kahoot makes learning integrated with the use of technology and provides space 



ELTEJ  ISSN: 2621-6485  

 

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43 

for cadets to explore more with technology. Kahoot quiz was used by researchers to 

improve cadets’ vocabularies mastery in order to achieve effective speaking skills by a lot 

of drills. This is inseparable from the statement that vocabulary knowledge is one of 

important elements in supporting one's speaking skill. By the increased mastery of 

vocabulary knowledge cadets will also immerge on their oral reproduction because every 

vocabulary given has its phonetic symbol. Using Kahoot, the lecturer involved the quiz to 

assess the cadet’s knowledge on phonetic transcription upon certain word. Thus it leads 

cadets to produce correct sound on every word tested. From this analysis it is known that it 

is true if learning which involves E-learning or online-based media in the form of game is 

needed by cadets. Therefore, the researcher examined the use of Kahoot as an alternative 

effort to improve speaking skills initiated by oral reproduction of the cadets of Sekolah 

Tinggi Maritim Yogyakarta. It begins with the formation of vocabulary mastery so that 

learning difficulties in English especially in the field of speaking skills both in general and 

Maritime English context which has been difficult may find a solution. As it is mentioned 

by the previous research conducted by Vidhiasi (2018), learning by Kahoot game instead of 

learning with old-fashioned method makes them communicate more each other, being more 

attracted and the Kahoot method enhance teaching and learning process. Eventhough, he 

focused his study on the use of Kahoot to teach standard marine communication phrases, it 

showed similarity that it was related to student’s speaking skill.  

Further, Hadijah, Pratolo, and Rondiyah confirm that Kahoot (2020) can help the 

students to be more active and it provides fun learning in the classroom, and makes the 

students more enthusiastic in doing the test. However, their research also found some 

negative sides of using Kahoot. First, the students become less confident especially when 

they get lower scores than other students; second, some students had a lack of knowledge in 

using the application; and the last, the time was limited. Furthermore, Esteves et.al (2018) 

strengthens that Kahoot is one of the tools to get the students being involved well in 

learning process besides there are other tools like EDpuzzle and socrative. The previous 

researchers tried to prove the effectiveness of Kahoot to teach standard maritime 

communication phrases (SMCP) and to teach any materials as a whole, here the researcher 

burden of proof was how the use of Kahoot might influence and had impact on cadet’s 

speaking skill through the effective design of vocabulary and oral reproduction drills or 

tests.  

 

RESEARCH METHOD  

This research included participatory action research Denzin and Lincoln (2005) by 

involving researchers directly involved in the research process from the beginning to the 

end of the process. In this classroom action research data were collected through tests, 

observations, questionnaire, and documentation. In maritime English teaching, there was a 

standardized English used to converse among seafarers which was issued by International 

Maritime Organization. Therefore, this standard was used by the researcher as valid basis of 

the test and evaluation given in every cycle of quiz. The research method used was a 

combination method (mixed method) of sequential exploratory type that the data obtained 

were analyzed descriptive qualitatively then strengthened quantitatively in the form of a 

percentage obtained with IBM SPSS Statistics 23. There were two cycles of Kahoot usage, 

Pre-action Kahoot intended to identify the use of Kahoot as a vocabulary drills in order to 

support the cadets’ oral reproduction skills in the evaluation of early learning. The post-

action Kahoot was used to find out the improvement in learning outcomes using the quiz. 

Each cycle contained stages of planning, acting, observing, and reflecting or using Kemmis 

and Taggard model (1988) as explained in Arikunto (2015). Planning in the pre-action 

Kahoot was done by making a learning scenario about wheel order, casting off procedure, 



 

 

 

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and internal communication on bridge. Besides scenario, making observation sheet and 

designing evaluation materials through Kahoot quiz were done. Acting stage was done by 

implementing Kahoot as a teaching media. Once acting stage was done, observation was 

then conducted to ensure how the quiz ran. Afterward reflection was noted in order to note 

down the weaknesses and the strengths to be evaluated ahead in the next cycle. Therefore, 

the weaknesses could be eliminated and the strengths could be maintained. By the 

increasing score in the use of Kahoot, vocabulary mastery and oral reproduction skills of 

cadets were assumed to increase. This was due to the same subject area which were used in 

the quiz. Those as research subjects were cadets of the Nautical Science program in 

2018/2019 with total numbers of 21 people.  

 

Table 1. The Blueprint of the Kahoot Test   

No. Section Number 

1.  Wheel order  5 

2.  Casting off procedure 5 

3.  Internal communication on bridge 5 

 

FINDINGS AND DISCUSSION 

Pre-action Kahoot 

Kahoot quiz was given in two cycles namely Kahoot pre-action and post-action 

Kahoot. Each quiz on each cycle contains vocabulary knowledge related to the use of 

Maritime English both for internal and external communication on board. For pre-action 

activities, some materials were given related to internal communication on board such as 

Maritime English that is used in conducting communications on the bridge between 

watchkeeping officers (for example steering orders or wheel orders, use of international 

alphabet, order of casting off ropes to officers on the deck both the front deck (bow) and the 

rear deck (stern) when the ship will do berthing and unberthing procedures and when the 

ship will do anchoring. In addition to the material also alluded to parts of the vessel in four 

times meetings, cadets were given the material above and Kahoot quiz was given as 

evaluation material. This information had been well-informed in advance so that cadets 

understood well that they had to get well-prepared for the exam with the Kahoot quiz. 

cadets studied more actively to prepare for the quiz. This was because they felt  a little 

embarrassed if they could not answer the question. Each material was given in the form of a 

role play conversation as well as vocabulary drills according to their respective topics. 

 The researcher observed the learning experiences of the cadets in doing role play 

and understanding the vocabulary used in the contents of the conversation. It was found 

during the role play that some cadets were still less active because in each group there must 

be cadets who might be more dominating so that other cadets tend to be passive. There were 

also less active cadets because they were still not confident in communicating in English. 

On the other hand, it was also found that some cadets already understood the concept of the 

standard Marine communication phrases (SMCP) delivered, but in this cycle they still felt 

insecure about their English pronunciation or articulation. As a follow up, the lecturer gave 

a Kahoot quiz as an effort to strengthen vocabulary mastery and strengthen their 

articulation. Here it was the difference from the previous research lies in. Previous research 

done by Vidhiasi (2018) proved how Kahoot could be used to teach standard maritime 

communication phrase. Whereas Esteves et.al (2018) proved the use of fun Kahoot in 

learning process instead of other fun online game. However, here researcher proved how 



ELTEJ  ISSN: 2621-6485  

 

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Kahoot could bring impact on vocabulary mastery and oral reproduction of cadets which 

later contribute to cadets’ speaking skill. It was found by using the quiz, it turned out that 

cadets learn more actively and responsibly because each of them used their gadgets and 

participated totally without external coercion. This game-based quiz turned out to have a 

strong motivational effect on the cadets so that they were more serious about working on 

the quiz without even being asked by their own active lecturer. It seems that learning was 

more fun for them and the questions in the form of vocabulary memorization tests and 

articulation of sounds that are right for them were not a burden unlike other written tests 

that might be felt draining their energy and mind further it sounds monotonous. 

 One of the highlights of this quiz to be used as a media of learning and evaluation is 

that this quiz was limited by the time for each question and answer displayed so that the 

cadets must really focus and concentrate on the questions that did not appear on their gadget 

screens but only appear on the lecturer slide screen. After a few moments the questions 

were closed automatically and the answer choices given within a few seconds were set 

according to the lecturer decision. Here it was where the excitement of this game lies in 

because they had to use the right vocabulary and chose the right words for the right 

expressions in English especially according to the material given. The results of the Kahoot 

pre-action quiz were as shown below. 

 

 
Figure 1. Percentage Form of Pre-Action Kahoot Score 

 

From the figure, it is known that from 21 Nautical science cadets, the total correct 

answer is 53.79% while the total incorrect answer is 46.21%. Some errors that often 

occurred are questions related to standard wheel orders and internal communication on 

bridge. For example, when cadets were asked a question to say the "right 15 degree" 

steering command according to the SMCP they should choose the "starboard fifteen" but 

many of them chose the "fifteen starboard" even though the phrase already has its own 

standard. From the observation done, it was found that the cadets who answered correctly 

but they were considered to be wrong by the system were due to the time laps to think and 

answer questions over because it was just 10 seconds length. While for cadets who 

answered incorrectly, there were indeed many of them who experienced panic situation 

between having to think quickly to find answers by only being given a very limited time. So 

the level of their panic became the main factor causing them to fail in answering correctly. 

However, those who did the Kahoot quiz seemed to be enthusiastic and very happy 

regardless of the results of their answers. They felt motivated and enthusiastic. The results 

of the Kahoot pre-action quiz can be analyzed as follows. 



 

 

 

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Tabel 2a. Pre-Action Kahoot 

Statistics of Kahoot Result    

N Valid  21 

Missing 0 

Mean   7.4762 

Std. Deviation  1.50396 

Minimum  5 

Maximum  10 

 
Tabel 2b. Pre Kahoot 

    Frequency  Percent Valid Percent Cumulative Percent 

Valid 5.00 

6.00 

2 9.5 9.5 9.5 

 4 19.0 19.0 28.6 

 7.00 4 19.0 19.0 47.6 

 8.00 7 33.3 33.3 81.0 

 9.00 1 4.8 4.8 85.7 

 10.00 3 14.3 14.3 100.0 

 Total 21 100.0 100.0  

 
From the statistics above it is known that all cadets worked by answering a total of 15 

questions. The maximum number of questions that can be answered correctly is 10 

questions. The average question that can be answered correctly by cadets is eight questions. 

 

Table 3. Pre Kahoot Analysis 

No. Section Percentage 

1.  Wheel order  

       Steering order 

9.5 

2.  Casting off procedure 

Procedure single up line and spring 

Procedure heave up line and spring 

Procedure let go all rope 

23.5 

3.  Internal communication on bridge 

Ensuring Course and speed 

Duties of watchkeeping on bridge 

20.79 

 

From the table above it is also known that out of 53,79% correct answer of the cadet’s 

trial frequently correct answer were on the material of “Casting off procedure”. It means 

that cadet understood well the material about procedure of letting go all rope and line or 

spring better than the other two material sections of wheel order and internal 

communication on bridge. This fact was well noted as a reflection or a highlight of the 

lecturer to prioritize in the next cycle of Kahoot quiz. 

 Based on the observation done during the quiz which was written down in 

observation sheet, it was found that some of the failures in answering questions by the 21 

cadets were caused by the panic situation. It correlates to the questionnaire distributed 

showing that this quiz was their first time to deal with. However, based on the observation 

sheet 16 cadets out of 21 or it is about 76,19% they became more enthusiastic about 



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memorizing the vocabulary taught and managing their own level of panic. Fortunately, this 

motivation would be benefit for them for the next cycle of Kahoot. 

 

Post-action Kahoot 

 Kahoot's post action quiz was given to evaluate vocabulary mastery related to 

external communication on board which involved internal communication as the basis terms 

to send information. External communication included ship to ship communication, ship to 

Vessel traffic services (VTS) communication and ship to shore communication. However, 

the communication used still well-related to the internal communication therefore the 

vocabulary used were also related. External communication which was tested in Kahoot 

covered the same expressions which were applied for internal communication. For example, 

in external communication ship to ship, “standard wheel orders” which belong to internal 

communication used in the first cycle Kahoot were used in term of sending message to tell 

about the current position and present course of the ship. This communication was intended 

to avoid the collision of the vessels. Another example of external communication which 

used internal communication basis was ship to shore communication such as the activity 

when the vessel intended to do berthing in a port. Before the vessel moored to the quay, it 

had to send a “casting off procedure” or sending out rope to the port labors. Besides, 

internal communication on bridge was also important to send external communication 

especially between ship to VTS. For instance when the vessel starts to enter or leave a port, 

it had to give information to VTS as well as asking permission to pass the fairway. External 

communication involved the terms used for internal communication on board. However the 

dialogue and vocabularies used based on researcher’s observation were more difficult to 

memorize than that of internal communication. Hence, it could be stated if the result of next 

cycle quiz using Kahoot is better than the previous means that the Kahoot itself was 

effective to conduct. The distinguish of the pre and post Kahoot lied in the length of the 

utterances and vocabularies tested. Both tested the use of the same basic internal 

communication which were applied as a means of internal communication on board and 

external communication on board. Learning from experiences in the previous cycle, cadets 

did not want to fail again in answering questions in the next cycle of Kahoot quiz. Based on 

observation sheet, their obstruction in the first cycle was due to the lack of vocabulary 

mastery in Maritime English context. Then they became very motivated to memorize those 

vocabularies and terminologies. Expecting by mastering the vocabulary according to the 

topic of the exam, they would be no longer panic in working on the quiz. And his 

confidence grew up. 

 The time allocation in post Kahoot quiz was increased from 10 seconds in the first 

quiz to 15 to 20 seconds due to consideration that external communication required more 

time in determining the answer. This is because in external communication the understood 

vocabularies were more numerous and complex even not only in the form of words but also 

in the form of expressions and groups of words or phrases. So that cadets were expected to 

be able to express utterances which were commonly used in external communication 

between ship to port authorities and with VTS (vessel traffic services). As an example of a 

communication between a ship and port authority is that when a ship is about to go 

berthing, communication will occur with the pilot station to ask for pilotage and directed to 

its pier. Phrases and not just short words were required as it was ruled and structured by 

Standard Maritime Communication Phrases. By referring to this, the communication was 

easily understood and structured. As the results of Kahoot quiz in the post-action phase, it 

led more cadet’s enthusiasm to memorize vocabularies and terminologies in the form of 

words and structured expressions so that when they played with this quiz they would be 



 

 

 

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ready with the expressions they should use when they are exactly aboard the ship. The 

results of the Kahoot post-action can be seen from the following statistics; 

 

Tabel 4a. Post-Action Kahoot 

Statistics of Post Kahoot Result 

N Valid  21 

Missing 0 

Mean   9.7619 

Std. Deviation  1.72930 

Minimum  7 

Maximum  13 

 

Tabel 4b. Post-Action Kahoot 

    Frequency  Percent Valid Percent Cumulative Percent 

Valid 7.00 

8.00 
2 9.5 9.5 9.5 

 4 19.0 19.0 28.6 

 9.00 3 14.3 14.3 42.9 

 10.00 5 23.8 23.8 66.7 

 11.00 3 14.3 14.3 81.0 

 12.00 3 14.3 14.3 95.2 

 13.00 1 4.8 4.8 100.0 

 Total 21 100.0 100.0  

 

It is known that out of the 21 cadets who took the Kahoot post-action quiz as an 

evaluation test increased their ability in answering the 15 questions. Compared from the pre 

Kahoot quiz there was increasing number of cadets who can answer more correct answer. 

Here, we can see the chart below. 

 

Table 5. Tabulation of the Frequent Number of Correct Answers 

No. Section Mean 

1.  Pre-action Kahoot 7.47 

2.  Post-action Kahoot 9.76 

 

Frequent number of correct answers made by the cadets increased significantly from 

the Pre-action Kahoot quiz to the Post-action Kahoot. It is shown from the average correct 

number done by the cadets. The mean of correct answer in the second Kahoot quiz is higher 

than that of the first which increased from 7,47 to 9,76. It means cadet’s mastery on 

terminologies which could be assumed to make them having better capability on their oral 

reproduction developed either. 

Out of the 15 questions given, the average cadet who could answer correctly at least 

10 questions were about 12 cadets or around 57.2%. Moreover, there were three cadets who 

could answer 12 questions correctly or it was around 14.3%. And there was one cadet with 

the most correct answers of 13 questions or about 4.8%. In conclusion there were about 16 

cadets or 76,19% that could answer more correct answer compared to that in the pre-action 

Kahoot.  



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Constraint of the quiz 

The use of Kahoot as online quiz did not always run smoothly. Based on the 

observation sheet, it was analyzed that there might be some constraints occured. One of the 

mostly occured obstruction it was due to the internet connection. At first, the lecturer could 

run the quiz smoothly because of the good internet bound using wifi facility at campus. 

However, once the cadet would response to the quiz the problem happened when they used 

their own internet data. If they had got sufficient quotas there would be no connection 

obstruction happened. On the other hand it was found that 23.81% or it was around 5 cadets 

out of 21 did not get enough quotas to run the quiz smoothly. Besides, another problem 

occured toward some cadets who used distinghuised internet provider. It was caused by the 

signal strengths. For several cadets who got strong signal, they can follow and response to 

the quiz immediately without any delay thus they did not miss any single question to 

answer. Fortunately, there were around 14 cadets out of 21 or it was about 66.67% that had 

got opportunities to answer all questions. The other 9,52% or it was around 2 cadets found 

difficulties in responding to the quiz due to the poor signal. As a result, prior the use of 

Kahoot quiz, the internet and data connection as technical support is compulsory to 

consider. Lecturer must ensure that Kahoot quiz could run smootly and there were no 

obstructions due to technical problems. 

 

CONCLUSION   
From the results of the two Kahoot quiz cycles, it could be seen that the Kahoot quiz 

turned out to have a significant influence in the vocabularies and terminologies mastery of 

Maritime English context and it supported the smoothness of cadet’s oral reproduction. 

Regarding the involvement of Kahoot quiz as online gamification in Maritime English 

teaching, the cadets felt more enthusiastic and pleased to learn so that they themselves were 

better encouraged to learn more and more. This self-motivation brought a great learning 

desire and led to better understanding. Furthermore, in the recent era of industrial revolution 

4.0, integrating online gamification learning in Foreign Language (EFL) learning with 

technology-based learning would present a good alternative teaching method for educators 

to attract cadet’s interest and achieve cadet’s target of learning while at the same time it 

prepares them to become qualified human resources in sophisticated digital era. 

 

 

 

 

 



 

 

 

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