The Effect of Nearpod Toward Tenth-Grade Students’ Reading Skill in A Public Senior High School in North Bali, Indonesia
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Keywords:
Reading Skill, Nearpod, English Language, MALL, ICT Tools in ELT
Abstract
ABSTRACT
This research aims to find out the effect of ICT tool, Nearpod, on students' reading skill. The researcher employed a mixed-method approach by combining a post-test-only design and an interview guide. An independent-sample t-test is carried out to examine quantitative data, whereas interactive model analysis is used to analyze qualitative data. The research population including tenth-grade students at SMA Negeri 1 Banjar. 29 students from X8 class are set as experimental group and 31 students from X1 as control group. The research findings revealed that the implementation of Nearpod significantly affects students’ reading skill at SMA Negeri 1 Banjar. The result show mean score of experimental group (M=80.76) is higher compared to control group (M=70.77). The interview results revealed that Nearpod positively impacted the reading-learning process. Students can access the material anytime and from any location via Nearpod. Additionally, it improves learning effectiveness, efficiency, and interest. Further study is encouraged to investigate the effect of Nearpod on other English skills, disciplines, or levels.
Keywords: Reading Skill, Nearpod, English Language, MALL, ICT Tools in ELT
.
ABSTRAK
Penelitian ini bertujuan untuk mengetahui pengaruh perangkat TIK, Nearpod, terhadap keterampilam membaca siswa. Peneliti menggunakan pendekatan campuran dengan mengabungkan desain post-test only dan wawancara. Independent-sample t-test digunakan untuk menguji data kualitatif, sementara model analisis interaktif digunakan untuk menganalisis data kualitatif. Populasi penelitian meliputi siswa kelas 10 di SMA Negeri 1 Banjar. 29 siswa yang berasal dari kelas X8 ditetapkan sebagai kelompok eksperimen dan 31 siswa dari kelas X1 ditetapkan sebagi kelompok kontrol. Hasil penelitian mengungkapkan bahwa pengimplementasian dari aplikasi Nearpod secara signifikan telah mempengaruhi keterampilan membaca siswa di SMA Negeri 1 Banjar. Hasil menunjukan rata-rata dari grup eksperimental (M=80.76) lebih tinggi dibandingkan dengan rata-rata grup kontrol (M=70.76). Hasil interview menunjukan bahwa Nearpod secara positif telah mempengaruhi proses pembelajaran membaca suswa. Siswa dapat dengan mudah mengakses materi kapanpun dan dimanapun dengan Nearpod. Nearpod juga meningkatkan efektivitas, efesiensi, dan ketertarikan dalam belajar. Penelitian lebih lanjut dianjurkan untuk meneliti pengaruh Nearpod pada keterampilan Bahasa Inggris, disiplin ilmu, atau pada level yang berbeda.
Kata Kunci: Keterampilan Membaca, Nearpod, Bahasa Inggris, MALL, Perangkat TIK dalam Pembelajaran Bahasa Inggris
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References
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Buttrey, K. (2020). Inclusion, engagement, and nearpod: Providing a digital alternative to traditional instruction. Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 8(1), 1–12.
Canayong, M. J. P. (2021). Nearpod web-based instructional tool to improve the skills of grade 8 struggling learners in identifying parallel structures. Schools Divisions Office.
Churchill, D., King, M., & Fox, B. (2013). Learning design for science education in the 21st century. Zbornik Instituta Za Pedagoska Istrazivanja, 45(2), 404–421. https://doi.org/10.2298/ZIPI1302404C
Civelek, M., & Karatepe, Ç. (2021). The impact of student-paced pragmatics instruction through nearpod on efl learners’ request performance. Advances in Language and Literary Studies, 12(6), 67–78. https://doi.org/10.7575/aiac.alls.v.12n.6.p.67
Coe, R. (2002). It ’s the effect size, stupid: What effect size is and why it is important. 1–18.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. In Sage Publications, Inc.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 34(7), 1–34. https://doi.org/10.1080/09588221.2019.1648298
Dewi, P. K. (2021). Utilization of nearpod as an online learning media through active learning strategies for students. 1–5. https://doi.org/10.4108/eai.25-11-2020.2306753
Erben, T., Ban, R., & Castañeda, M. (2008). Teaching English language learners through technology. In Teaching English Language Learners through Technology. https://doi.org/10.4324/9780203894422
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George, D., & Mallery, P. (2019). Ibm spss statistics 25 step by step. In Taylor & Francis. https://doi.org/10.4324/9781351033909
Govindarajan, R. (2021). Exploiting gamification and interactive activities to achieve better students’ engagement in elt classes. Arab World English Journal, 2, 238–251. https://doi.org/10.24093/awej/mec2.17
Gregory, R. J. (2014). Psychological testing: History, principles and applications seventh edition. In Pearson Education.
Grellet, F. (1981). Developing reading skills: A practical guide to reading comprehension. Cambridge University Press.
Hakami, M. (2020). Using nearpod as a tool to promote active learning in higher education in a byod learning environment. Journal of Education and Learning, 9(1), 119–126. https://doi.org/10.5539/jel.v9n1p119
Harmer, J. (2007). The practice of english language teaching (4th ed). Pearson Longman.
Hashim, H., Yunus, M. M., Embi, M. A., & Ozir, N. A. M. (2017). Mobile-assisted Language Learning (mall) for ESL Learners: A review of affordances and constraints. Sains Humanika, 9(1--5), 45–50. https://doi.org/10.11113/sh.v9n1-5.1175
Hibatullah, O. F. (2019). The challenges of international efl students to learn english in a non-english speaking country. Journal of Foreign Languange Teaching and Learning, 4(2), 89–105. https://doi.org/10.18196/ftl.4240
Ismail, H., Syahruzah, J. K., & Basuki. (2017). Improving the students’ reading skill through translation method. Journal of English Education, 2(2), 124–131. http://usnsj.com/index.php/JEE
Janjić, M. S., & Stojanović, N. M. (2019). Applicability of web tools: nearpod and formative in teaching of morphology. Philologia Mediana, 283–294. https://doi.org/10.46630/phm.11.2019.18
Kalsum, I. (2021). Nearpod and students’ motivation in online english learning. International Academic Research Journal of Business and Technology, 7(1), 1–7.
Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences, 9(90), 1–8. https://doi.org/10.3390/educsci9020090
Klimova, B., & Zamborova, K. (2020). Use of mobile applications in developing reading comprehension in second language acquisition — A review study. Education Sciences, 10(391), 1–11. doi:10.3390/edusci10120391
Latifa, N., & Manan, A. (2018). Teaching narrative text by using preview, question, read, state, and test (PQRST) technique. English Education Journal, 9(2), 243–260.
Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: an international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485
Mckay, L., & Ravenna, G. (2016). Nearpod and the Impact on Progress Monitoring. CCNews, 27(1), 23–27. http://news.nearpod.com/CCTE Nearpod Research.pdf
McMillan, J., & Schumacher, S. (2014). Research in education: Evidence-based inquiry. In Pearson. Pearson. https://eric.ed.gov/id=ED577250
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A method sourcebook. In Sage Publications, Inc. Sage Publications.
Mohajan, H. K. (2017). Two criteria for good measurements in research: validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59–82. https://doi.org/10.26458/1746
Nanda, D. W., & Azmy, K. (2020). Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the cuases, impacts, and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12. https://doi.org/10.22373/ej.v8i1.6771
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. https://doi.org/10.1002/9781119705116.ch10
Pallant, J. (2016). SPSS Survival Manual, 6th edition, 2016. Open University Press.
Pitoyo, A. (2020). A meta-analysis: Factors affecting students’ reading interest in indonesia. International Journal of Multicultural and Multireligious Understanding, 7(7), 83. https://doi.org/10.18415/ijmmu.v7i7.1727
Priyanti, N. W. I., Santosa, M. H., & Dewi, K. S. (2019). Effect of quizizz towards the eleventh-grade english students’ reading comprehension in mobile learning context. Language and Education Journal Undiksha, 2(2), 71–80. https://doi.org/10.23887/leju.v2i2.20323
Pupah, E. M., & Sholihah, U. (2022). Enhancing efl s tudents ’ reading learning process in COVID-19 pandemic through Nearpod. Englisia: Journal of Language, Education, and Humanities, 9(2), 17–31. https://doi.org/10.22373/ej.v9i2.10400
Putri, A. G., Octavialis, A. N., & Sadikin, I. S. (2019). Improving students’ reading skill through collaborative learning. Professional Journal of English Education, 2(6), 861–868.
Rahmani, E. F. (2020). The benefits of gamification in the english learning context. IJEE (Indonesian Journal of English Education), 7(1), 32–47. https://doi.org/10.15408/ijee.v7i1.17054
Rezaei, A., Mai, N., & Pesaranghader, A. (2013). Effectiveness of using english vocabulary mobile applications on esl’s learning performance. International Conference on Informatics and Creative Multimedia, ICICM 2013, September 2013. https://doi.org/10.1109/ICICM.2013.27
Richards, J., & Schmidt, R. W. (2010). Dictionary of language teaching & applied linguistics. Pearson Education Limited.
Rinawati, H. S. (2019). Index on students’ reading interest. Human Research Management, Research and Development Agency, 8(8), 1–9. https://doi.org/.1037//0033-2909.I26.1.78
Rizqon, M. K., Andreani, S., & Astuti, U. P. (2021). the problem faced by sebior high school students in reading narrative text. JoLLA: Journal of Language, Literature, and Arts, 1(11), 1508–1522. https://doi.org/10.17977/um064v1i112021p1508-1522
Sanmugam, M, Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of nearpod as interactive learning method. https://doi.org/10.21125/inted.2019.2219
Selena, T. C. T., & Sanda, W. N. H. (2017). Exploring the use of nearpod in the junior secondary reading classroom. Journal of Action Research 2017, 5–19.
Stockwell, G. (2016). Mobile language learning. The Routledge Handbook of Language Learning and Technology.
Sugiyono. (2016). Metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan R&D). Alfabeta.
Talan, T. (2020). The effect of mobile learning on learning performance: A meta-analysis study. Educational Sciences: Theory and Practice, 20(1), 79–103. https://doi.org/10.12738/jestp.2020.1.006
UNAIDS. (2010). An introduction to triangulation. http://www.unaids.org/en/media/unaids/contentassets/documents/document/2010/10_4-Intro-to-triangulation-MEF.pdf
Usman, B., Aziz, S. A., & Absida, N. R. (2017). Improving reading comprehension using metacognitive strategies. English Education Journal, 8(4), 425–438. https://doi.org/10.1088/1751-8113/44/8/085201
Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The effectiveness of using technology in learning english. AsiaCALL Online Journal, 12(2), 24–40.
Wang, J., & Chia, I. (2020). Engaging students via nearpod in synchronous online teaching. Management Teaching Review, 1–9. https://doi.org/10.1177/2379298120974959
Watkins, P. (2017). Teaching and developing reading skill. In Cambridge University Press. https://doi.org/10.1088/1751-8113/44/8/085201
Wen, W. T., Jumaat, N. F., Ashari, Z. M., Na, K. S., Abdullah, A. H., Samah, N. A., & Ali, D. F. (2019). Effectiveness of mobile assisted language learning towards students’ achievement and motivation in learning english prepositions. International Conference on Engineering, Technology and Education, October. https://doi.org/10.1109/TALE48000.2019.9225865
Yaman, I., Ekmikci, E., & Senel, M. (2016). Mobile-assisted language learning (mall). In Current Trends in ELT. Nuans Publishing.
Yulianto, & Marhamah. (2022). Reading difficulties of EFL students: A case study of first-year student of english language education fkip uir. IJET (Indonesian Journal of English Teaching), 11(1), 46–56. https://doi.org/10.15642/ijet2.2022.11.1.46-56
Buttrey, K. (2020). Inclusion, engagement, and nearpod: Providing a digital alternative to traditional instruction. Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 8(1), 1–12.
Canayong, M. J. P. (2021). Nearpod web-based instructional tool to improve the skills of grade 8 struggling learners in identifying parallel structures. Schools Divisions Office.
Churchill, D., King, M., & Fox, B. (2013). Learning design for science education in the 21st century. Zbornik Instituta Za Pedagoska Istrazivanja, 45(2), 404–421. https://doi.org/10.2298/ZIPI1302404C
Civelek, M., & Karatepe, Ç. (2021). The impact of student-paced pragmatics instruction through nearpod on efl learners’ request performance. Advances in Language and Literary Studies, 12(6), 67–78. https://doi.org/10.7575/aiac.alls.v.12n.6.p.67
Coe, R. (2002). It ’s the effect size, stupid: What effect size is and why it is important. 1–18.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. In Sage Publications, Inc.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 34(7), 1–34. https://doi.org/10.1080/09588221.2019.1648298
Dewi, P. K. (2021). Utilization of nearpod as an online learning media through active learning strategies for students. 1–5. https://doi.org/10.4108/eai.25-11-2020.2306753
Erben, T., Ban, R., & Castañeda, M. (2008). Teaching English language learners through technology. In Teaching English Language Learners through Technology. https://doi.org/10.4324/9780203894422
Gay, I. R., Mills, G. E., & Airasian, P. W. (2012). Educational research competencies for analysis and applications. In Pearson.
George, D., & Mallery, P. (2019). Ibm spss statistics 25 step by step. In Taylor & Francis. https://doi.org/10.4324/9781351033909
Govindarajan, R. (2021). Exploiting gamification and interactive activities to achieve better students’ engagement in elt classes. Arab World English Journal, 2, 238–251. https://doi.org/10.24093/awej/mec2.17
Gregory, R. J. (2014). Psychological testing: History, principles and applications seventh edition. In Pearson Education.
Grellet, F. (1981). Developing reading skills: A practical guide to reading comprehension. Cambridge University Press.
Hakami, M. (2020). Using nearpod as a tool to promote active learning in higher education in a byod learning environment. Journal of Education and Learning, 9(1), 119–126. https://doi.org/10.5539/jel.v9n1p119
Harmer, J. (2007). The practice of english language teaching (4th ed). Pearson Longman.
Hashim, H., Yunus, M. M., Embi, M. A., & Ozir, N. A. M. (2017). Mobile-assisted Language Learning (mall) for ESL Learners: A review of affordances and constraints. Sains Humanika, 9(1--5), 45–50. https://doi.org/10.11113/sh.v9n1-5.1175
Hibatullah, O. F. (2019). The challenges of international efl students to learn english in a non-english speaking country. Journal of Foreign Languange Teaching and Learning, 4(2), 89–105. https://doi.org/10.18196/ftl.4240
Ismail, H., Syahruzah, J. K., & Basuki. (2017). Improving the students’ reading skill through translation method. Journal of English Education, 2(2), 124–131. http://usnsj.com/index.php/JEE
Janjić, M. S., & Stojanović, N. M. (2019). Applicability of web tools: nearpod and formative in teaching of morphology. Philologia Mediana, 283–294. https://doi.org/10.46630/phm.11.2019.18
Kalsum, I. (2021). Nearpod and students’ motivation in online english learning. International Academic Research Journal of Business and Technology, 7(1), 1–7.
Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences, 9(90), 1–8. https://doi.org/10.3390/educsci9020090
Klimova, B., & Zamborova, K. (2020). Use of mobile applications in developing reading comprehension in second language acquisition — A review study. Education Sciences, 10(391), 1–11. doi:10.3390/edusci10120391
Latifa, N., & Manan, A. (2018). Teaching narrative text by using preview, question, read, state, and test (PQRST) technique. English Education Journal, 9(2), 243–260.
Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: an international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485
Mckay, L., & Ravenna, G. (2016). Nearpod and the Impact on Progress Monitoring. CCNews, 27(1), 23–27. http://news.nearpod.com/CCTE Nearpod Research.pdf
McMillan, J., & Schumacher, S. (2014). Research in education: Evidence-based inquiry. In Pearson. Pearson. https://eric.ed.gov/id=ED577250
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A method sourcebook. In Sage Publications, Inc. Sage Publications.
Mohajan, H. K. (2017). Two criteria for good measurements in research: validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59–82. https://doi.org/10.26458/1746
Nanda, D. W., & Azmy, K. (2020). Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the cuases, impacts, and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12. https://doi.org/10.22373/ej.v8i1.6771
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. https://doi.org/10.1002/9781119705116.ch10
Pallant, J. (2016). SPSS Survival Manual, 6th edition, 2016. Open University Press.
Pitoyo, A. (2020). A meta-analysis: Factors affecting students’ reading interest in indonesia. International Journal of Multicultural and Multireligious Understanding, 7(7), 83. https://doi.org/10.18415/ijmmu.v7i7.1727
Priyanti, N. W. I., Santosa, M. H., & Dewi, K. S. (2019). Effect of quizizz towards the eleventh-grade english students’ reading comprehension in mobile learning context. Language and Education Journal Undiksha, 2(2), 71–80. https://doi.org/10.23887/leju.v2i2.20323
Pupah, E. M., & Sholihah, U. (2022). Enhancing efl s tudents ’ reading learning process in COVID-19 pandemic through Nearpod. Englisia: Journal of Language, Education, and Humanities, 9(2), 17–31. https://doi.org/10.22373/ej.v9i2.10400
Putri, A. G., Octavialis, A. N., & Sadikin, I. S. (2019). Improving students’ reading skill through collaborative learning. Professional Journal of English Education, 2(6), 861–868.
Rahmani, E. F. (2020). The benefits of gamification in the english learning context. IJEE (Indonesian Journal of English Education), 7(1), 32–47. https://doi.org/10.15408/ijee.v7i1.17054
Rezaei, A., Mai, N., & Pesaranghader, A. (2013). Effectiveness of using english vocabulary mobile applications on esl’s learning performance. International Conference on Informatics and Creative Multimedia, ICICM 2013, September 2013. https://doi.org/10.1109/ICICM.2013.27
Richards, J., & Schmidt, R. W. (2010). Dictionary of language teaching & applied linguistics. Pearson Education Limited.
Rinawati, H. S. (2019). Index on students’ reading interest. Human Research Management, Research and Development Agency, 8(8), 1–9. https://doi.org/.1037//0033-2909.I26.1.78
Rizqon, M. K., Andreani, S., & Astuti, U. P. (2021). the problem faced by sebior high school students in reading narrative text. JoLLA: Journal of Language, Literature, and Arts, 1(11), 1508–1522. https://doi.org/10.17977/um064v1i112021p1508-1522
Sanmugam, M, Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of nearpod as interactive learning method. https://doi.org/10.21125/inted.2019.2219
Selena, T. C. T., & Sanda, W. N. H. (2017). Exploring the use of nearpod in the junior secondary reading classroom. Journal of Action Research 2017, 5–19.
Stockwell, G. (2016). Mobile language learning. The Routledge Handbook of Language Learning and Technology.
Sugiyono. (2016). Metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan R&D). Alfabeta.
Talan, T. (2020). The effect of mobile learning on learning performance: A meta-analysis study. Educational Sciences: Theory and Practice, 20(1), 79–103. https://doi.org/10.12738/jestp.2020.1.006
UNAIDS. (2010). An introduction to triangulation. http://www.unaids.org/en/media/unaids/contentassets/documents/document/2010/10_4-Intro-to-triangulation-MEF.pdf
Usman, B., Aziz, S. A., & Absida, N. R. (2017). Improving reading comprehension using metacognitive strategies. English Education Journal, 8(4), 425–438. https://doi.org/10.1088/1751-8113/44/8/085201
Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The effectiveness of using technology in learning english. AsiaCALL Online Journal, 12(2), 24–40.
Wang, J., & Chia, I. (2020). Engaging students via nearpod in synchronous online teaching. Management Teaching Review, 1–9. https://doi.org/10.1177/2379298120974959
Watkins, P. (2017). Teaching and developing reading skill. In Cambridge University Press. https://doi.org/10.1088/1751-8113/44/8/085201
Wen, W. T., Jumaat, N. F., Ashari, Z. M., Na, K. S., Abdullah, A. H., Samah, N. A., & Ali, D. F. (2019). Effectiveness of mobile assisted language learning towards students’ achievement and motivation in learning english prepositions. International Conference on Engineering, Technology and Education, October. https://doi.org/10.1109/TALE48000.2019.9225865
Yaman, I., Ekmikci, E., & Senel, M. (2016). Mobile-assisted language learning (mall). In Current Trends in ELT. Nuans Publishing.
Yulianto, & Marhamah. (2022). Reading difficulties of EFL students: A case study of first-year student of english language education fkip uir. IJET (Indonesian Journal of English Teaching), 11(1), 46–56. https://doi.org/10.15642/ijet2.2022.11.1.46-56
Published
2023-10-05
How to Cite
Wanda Dian Paramesti Fortuna Dewi, Made Hery Santosa, & Kadek Sintya Dewi. (2023). The Effect of Nearpod Toward Tenth-Grade Students’ Reading Skill in A Public Senior High School in North Bali, Indonesia. PANYONARA: Journal of English Education, 5(2), 189-204. https://doi.org/10.19105/panyonara.v5i2.9979
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