SUMMARY
The aims of research were firstly to know the implementation of Software kahoot in teaching learning process. Secondly, to know whether Software kahoot could be effective tool for enhancing student's vocabulary mastery and reading comprehension, at last, to know the response of students when applying Software kahoot in teaching learning process. The researchers carried out at first semester of student of Sultan Ageng Tirtayasa University Indonesia. The population was 26 students. The researchers used qualitative research through mixed method by using classroom action research. The technique that had been used was observation, questioner and written test. The instruments were observation sheet about using Software kahoot for students and teacher activity and questioner as secondary data then analyze using qualitative. The results show that the use of Software kahoot using observation form in student's activity and teachers' activity of 82% from 80% based on that percentage the using of Software kahoot in learning activity is very good. Through various data in the pre-test and post-test, it is proven that the probability number (1.00) is more significant in the t-table (0.05) which refers to the number 62 degrees of freedom. The value of t refers to the numeric number shows the number smaller than the t table in the range of (1,000 <2,000). The alternative hypothesis (H1) proves the rejected results and the null hypothesis (H0) gives a tendency to be accepted. Thus, it can be said that the probability value is small (0.04) from the significance level on the t-table (0.05). The result of the posttest reached 83 from the Minimum Mastery Criteria (MMC) 75. The secondary data were questioner showed that Software kahoot is able to increase students' comprehension in reading activities by 76.3% and increase vocabulary mastery by 77.4%.