THE INFLUENCE OF NEARPOD APPLICATION AND READING MOTIVATION TOWARD STUDENTS' READING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS AT SMP NEGERI 2 KAYUAGUNG
DOI:
https://doi.org/10.31851/ryft9577Keywords:
Nearpod application, Reading Motivation, Reading AchievementAbstract
Reading achievement remains a continuing concern in many EFL classrooms. Students often experience difficulty in understanding reading texts due to low reading motivation and limited access to interactive learning media. This study investigated the effects of the Nearpod application and reading motivation on the reading achievement of eighth-grade students at SMP Negeri 2 Kayuagung, Indonesia. The study employed a quantitative, quasi-experimental method with a 2 × 2 factorial design. The independent variables were the teaching method (Nearpod and conventional instruction) and reading motivation (high and low), while reading achievement was the dependent variable. Sixty students were selected through purposive sampling and divided equally into an experimental group and a control group. Each group was then classified into high- and low-motivation subgroups. The data were collected using a reading comprehension test and a reading motivation questionnaire. The data were analyzed using paired-samples t-tests, independent-samples t-tests, and two-way ANOVA. The results indicated that students taught using Nearpod achieved significantly higher reading scores than those taught through conventional instruction at both levels of motivation. Students with high reading motivation also obtained higher scores than those with low reading motivation in both groups. In addition, a significant interaction was found between the teaching method and reading motivation. These findings indicate that Nearpod can create a more engaging learning environment and improve students’ reading achievement. Therefore, the integration of Nearpod into EFL reading classes may be more effective when combined with strategies that maintain students’ motivation to read.
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