The use of Nearpod as a learning media to improve students' reading comprehension: A pre-experimental study at SMPN 1 Cileunyi

Nurfitriyani, Annisa (2025) The use of Nearpod as a learning media to improve students' reading comprehension: A pre-experimental study at SMPN 1 Cileunyi. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study is motivated by students' low reading interest and lack of active engagement in English learning. Therefore, there is a need for interactive learning media that can increase students' motivation and understanding, one of which is Nearpod. This study aims to explore the use of Nearpod as a learning media to improve students' reading comprehension. This research is grounded in several theoretical frameworks, including cognitive and constructivist learning theory (Piaget, 1972; Vygotsky, 1978), multimedia learning theory (Mayer, 2001), and reading comprehension theory (Grabe & Stoller, 2011; Nunan, 1982; Woolley, 2011). These theories support the integration of interactive and technology-enhanced learning environments, where students actively construct knowledge through engagement, collaboration, and multimodal input. The method used was a quantitative approach with a pre-experimental one-group pre-test and post-test design. The sample consisted of 40 students from class 7H at SMPN 1 Cileunyi, selected through purposive sampling. This study focused on students' reading comprehension before and after using Nearpod. In addition, this study also examined the significance of students’ improvement after being given treatment using Nearpod. A test consisting of 35 multiple-choice questions was used as the data collection instrument. The data analysis results showed that students’ reading comprehension before using Nearpod was relatively low, with a mean pre-test score was 65.68, the lowest score was 26, the highest 94, and a standard deviation was 16.967. After the treatment, the post-test results improved, with a mean score of 80.50, the lowest score being 40, the highest 100, and a standard deviation of 16.864. Moreover, the statistical test using the Wilcoxon Signed Rank Test showed a significance value of < 0.001, which is smaller than 0.05. Therefore, Ha is accepted and Ho is rejected, indicating that there was a significant improvement in students’ reading comprehension after using Nearpod. In conclusion, the use of Nearpod as a digital learning media positively impacts junior high school students’ reading comprehension. It not only enhances their understanding of descriptive texts but also fosters a more engaging and student-centered learning environment. Based on these results, it is recommended that teachers integrate Nearpod or similar interactive platforms into EFL reading instruction to improve both learning outcomes and student motivation.

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