The Effect of Kahoot! on Tenth Grade Students’ Reading Comprehension: An Experimental Study
Pengaruh Kahoot! terhadap Kemampuan Membaca Siswa Kelas X: Studi Experimental
DOI:
https://doi.org/10.21070/ups.11264Keywords:
kahoot!, reading comprehension, narrative text, Kahoot! based learning, EFL studentsAbstract
This study investigated the effect of Kahoot!-based instruction on tenth-grade students’ reading comprehension of narrative texts at a public senior high school in Sidoarjo, Indonesia. Using a quantitative pre-experimental one-group pre-test and post-test design, the study involved 36 students from class X-E12. Students completed reading comprehension tests before and after learning through Kahoot!. Data were analyzed using descriptive statistics and the Wilcoxon Signed Rank Test because the data were not normally distributed. The findings revealed a significant improvement in students’ reading comprehension, with the mean score increasing from 55.69 in the pre-test to 78.11 in the post-test. The Wilcoxon test indicated a statistically significant difference between pre-test and post-test scores (p < 0.05). Additionally, the effect size (r = 0.805) demonstrated a large practical effect. These findings suggest that Kahoot!-based instruction is an effective strategy for improving EFL students’ reading comprehension of narrative texts and supporting interactive classroom learning.
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