The Implementation of Digital Kahoot Learning Strategy in Teaching English to Young Learners

This study aims to describe how Kahoot is implemented in teaching English to young learners at an elementary school in East Java. The study also identifies the teaching materials used and the problems the teacher faces in applying this strategy. Using a qualitative case study design, data were collected through four classroom observations, a semi-structured interview, and documentation involving one fourth-grade English teacher as the research subject. The data were analyzed using the six-step technique proposed by Miles, Huberman, and Saldaña, namely data collection, coding, categorization, display, triangulation, and conclusion drawing. The findings show that the teacher implements Kahoot through a consistent three-stage structure, opening, guiding, and closing, with twenty of twenty-five observation items rated Very Good, although prior knowledge activation was found to be lacking. The teacher also develops her own Kahoot questions aligned with the textbook and Kurikulum Merdeka, combined with worksheets and the student workbook. Three main problems were identified: students prioritizing winning over learning, technical issues such as unstable internet, and student overexcitement, all of which the teacher managed through clear rules and post-game review. This study concludes that Kahoot can be implemented meaningfully when carefully planned, guided, and reflected upon by the teacher.