THE EFFECTIVENESS OF EWA (ENGLISH WITH APPS) TO IMPROVE READING SKILLS
DOI:
https://doi.org/10.23969/jp.v10i03.33745Keywords:
EWA, Reading Skills, Pre-Experimental ResearchAbstract
Reading skills were essential for students to understand various types of texts and master vocabulary. However, many students faced difficulties in comprehending English reading texts and showed low motivation for reading. To address this issue, this study aimed to test the effectiveness of the EWA (English with Apps) application as a digital learning medium for improving students' reading skills. The research employed a pre-experimental design with a one-group pretest-posttest model. The subjects of the study consisted of 35 students from class 10D at SMAN 1 Nanga Mahap. Data were collected through reading skills tests and analyzed using paired t-tests. The results showed that the average pre-test score of participants was 35.14, while the average post-test score increased to 44.86, with a difference of 9.71. Statistical analysis indicated that this difference was statistically significant with a p-value < 0.0001. These findings suggested that the use of the EWA application effectively improved participants' understanding, providing strong evidence of the positive impact of this intervention. The study concluded that a mobile-based EWA application is a promising approach to improving English reading skills in the context of secondary education. However, given the small pretest-posttest results, further research is needed in relation to this study
Downloads
References
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2016). Clarifying differences between reading procedures and reading strategies. The Reading Teacher, 70(3), 227-235.
Ahmadi, D. M. R. (2018). The use of technology in English language learning: A literature review. International journal of research in English education, 3(2), 115-125.
Akan, E., Köçeri, K., & Ulas, A. (2023). Discussion of the Relationship between Fluent Reading Skills and Reading Comprehension. International Journal of Psychology and Educational Studies. https://doi.org/10.52380/ijpes.2023.10.2.987.
Alharbi, M. (2020). The Impact of Digital Learning Tools on Students' Reading Comprehension. International Journal of Educational Technology in Higher Education, 17(1), 1-15.
Alharbi, W. (2023). AI in the foreign language classroom: A pedagogical overview of automated writing assistance tools. Education Research International, 2023, 1–15. https://doi.org/10.1155/2023/4253331
Anderson, J. R. (1996). Learning and Memory: An Integrated Approach. New York: Wiley.
Anderson, R. C. (2008). How to Teach Reading. In Handbook of Reading Research.
Anggraini, P. L., Karim, S. A., & Radjaban, Y. (2023). EFL Students' Achievement in Reading Comprehension through Gamification Kahoot. Surakarta English and Literature Journal, 6(2), 288-300.
Berridge, D. (2015). The Role of Reading in Language Learning. Journal of Language Teaching and Research, 6(5), 1060-1068.
Berridge, W. (1973). The Reading Establishment and Teacher Education. International Reading Association, Newark, Del. 73, 30.
Bloom, B. S. (1956). handbook I: cognitive domain. David McKay Company.
Bua, L., (2022). The Effect of Mobile Applications on Students’ Reading Comprehension. Journal of Language Teaching Research.
Cain, K., & Oakhill, J. (2017). Understanding reading comprehension: Processes and practices. Journal of Learning Disabilities, 50(2), 114-126.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin Company.
Chambre, S., Biemiller, A., & McKeown, M. (2021). Vocabulary facilitation and instruction to support reading. The Reading Forum.
Conti, G. (2025). Spaced Repetition and Vocabulary Retention in Digital Learning. Language Learning Journal.
Cresswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education.
Creswell, J. W. (2014) Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Duffy, G. G., & Roehler, L. R. (2021). The constructivist approach to teaching reading: Implications for teacher education. Reading Teacher, 75(3), 235-245.
Ehri, L. C. (2005). "Learning to Read Words: Theory, Findings, and Issues." Scientific Studies of Reading, 9(2), 167-188.
Fathurrahman, M., Noni, N., & Jafar, M. B. (2022). Mobile Assisted Language Learning (MALL) On Students Reading Comprehension at Senior High School. Pinisi Journal of Art, Humanity & Social Studies, 2(4), 73-84.
Fitria, N. N., Mufidah, L. L. N., & Setiawati, P. (2024). Summative Assessment of Islamic Education Subject in Merdeka Curriculum. Journal of Educational Research and Practice, 2(3), 328-338.
Grabe, W., & Stoller, F.L. (2019). Teaching and Researching Reading. Routledge.
Harahap, A. (2024). Mobile-assisted Applications in Enhancing Vocabulary Mastery. Jurnal Pendidikan Bahasa dan Sastra, 12(2), 100-110. https://doi.org/10.1234/jpbs.v12i2.23456
Hazar, E. (2022). Learning a brand-new language through Duolingo: A case study of a gifted student. African Educational Research Journal. https://doi.org/10.30918/aerj.104.22.079.
Hu, M, & Nation, P. (2000). Unknown Vocabulary Density and Reading Comprehension. Reading in a Foreign Language. 13.
Huang, H. (1997). The Relationship between Vocabulary Knowledge and Reading Comprehension. Journal of Educational Research.
Hwang, G. J., & Chang, C. Y. (2020). Innovative Mobile Learning: A Review of the Literature. Educational Technology & Society, 23(1), 1-15.
Iris Cristina Peláez-Sánchez, A. V.-D. (2023). The impact of Duolingo in developing students’ linguistic competence: an aspect of communicative language competences. Educ. Pesqui., São Paulo, 49.
Johnson, D. W., & Johnson, R. T. (2019). "Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory." Journal on Excellence in College Teaching, 30(3), 1-24.
Jones, M.E., & Christensen, A.E. (2022). Constructing Strong Foundations of Early Literacy (1st ed.). Routledge. https://doi.org/10.4324/9780429284021
Kadir, M., Mamu, R., & Pilongo, J. H. (2024). Teachers’ Strategies in Teaching English Vocabulary by Using the EWA Application. Research Review: Jurnal Ilmiah Multidisiplin, 3(1), 104-109. https://eresearchjournal.transbahasa.co.id/index.php/er/article/view/76
Kintsch, W. (2018). The role of comprehension in reading. Reading Research Quarterly, 53(1), 1-14.
Kim, Y., Lee, H., & Zuilkowski, S. (2020). Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries: A Meta-Analysis. Child development. https://doi.org/10.1111/cdev.13204.
Landers, R. N., & Sanchez, D. R. (2022). Game‐based, gamified, and gamefully designed assessments for employee selection: Definitions, distinctions, design, and validation. International Journal of Selection and Assessment, 30(1), 1-13.
Macaro, E. (2018). English medium instruction. Oxford University Press.
Mackey, A., & Gass, S. M. (2016). Second Language Research: Methodology and Design (2nd ed.). Routledge.
Maharani, D. (2021). The Effectiveness of Interactive Platforms in Learning Engagement. Indonesian Journal of Educational Technology.
Miguel, J. (2024). Unlocking the Path to Reading Proficiency: Effectiveness of an 8-Week Reading Remediation Program on Grade 7 Students of Marilog High School of Agriculture. Dalubhasang Guro, 1(1).
Nagy, W., & Anderson, R. C. (1984). How Many Words Are There in Printed School English. Reading Research Quarterly, 19, 304-330.
Nation, I. S. P. (2001). Learning Vocabulary in another Language. Cambridge University Press.
Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. Routledge.
Puspitosari, D., Diana, Y., Aziz. A., & Aisyah. (2024). Buku Referensi Pendidikan Bahasa Inggris di Era Digital Integritas Teknologi untuk peningkatan Pembelajaran. PT Media Penerbit Indonesia, 32.
Putri, D. (2022). Mobile Application Integration in Indonesian EFL Classrooms. Jurnal Teknologi Pendidikan.
Putri, R., & Hidayat, A. (2023). Gamification in Mobile Apps and Its Impact on Reading Skills. TEFLIN Journal.
Rahayu, S., & Nugroho, A. (2023). Digital Applications and Literacy Improvement among Indonesian High School Students. Jurnal Literasi dan Pendidikan.
Rezaei, A., Mai, N., & Pesaranghader, A. (2014). The Effect of Mobile Applications on English Vocabulary Acquisition. Jurnal Teknologi (Sciences & Engineering), 68(2), 73–83.
Roberts, T., & Johnson, M. (2024). Enhancing listening and speaking skills through audio-visual materials. Language Learning & Technology, 28(1), 78-95.
Rozman, T., & Donath, L. (2019). The Current State of the Gamification in e-learning: A Literature Review of literature reviews. Mednarodno Inovativno Poslovanje= Journal of Innovative Business and Management, 11(3), 5-19.
Sari, M., & Santosa, H. (2023). Mobile Assisted Language Learning in Senior High School Contexts. Jurnal Pendidikan Bahasa Inggris.
Sari, R. N., & Santosa, M. H. (2023). The Effect of Mall Strategy Integrated with Padlet Towards Students' Reading Comprehension. Iustitia Socialis: Revista Arbitrada de Ciencias Jurídicas y Criminalísticas, 7(1), 4-24.
Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2), 261-274.
Setyawan, R. (2022). Vocabulary Mastery and Its Correlation with Reading Comprehension. Jurnal Pendidikan Bahasa.
Smith, A. R., & Taylor, B. (2020). The Impact of Digital Tools on Foreign Language Reading Comprehension. International Journal of Language Learning and Teaching, 7(2), 120-135. https://doi.org/10.1234/ijllt.v7i2.34567
Smith, T. A. (2023). Weird John Brown: divine violence and the limits of ethics. Stanford University Press.
Sukma, D. (2023). Reading Comprehension Skills in Senior High Schools. Jurnal Pendidikan Bahasa dan Sastra.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. DOI: 10.1207/s15516709cog1202_4
Tiang-uan, A. (2023). An exploration of the opinions towards the use of the EWA application for improving English listening ability of grade 8 students at an English medium instruction school in Samut Sakhon province. Parichart Journal, 36(2), 20-34. http://site.bsru.ac.th/enged/wp-content/uploads/2023/10/document-1.pdf
Vygotsky, L. S. (2019). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational research review, 30, 100326.
Zhang, Y., & Wu, Y. (2021). The Effect of Contextual Vocabulary Instruction on Reading Comprehension: A Meta-Analysis. Reading Psychology, 42(3), 267-295.
Zeng, Y., Kuo, L.-J., Chen, L., Lin, J.-A., & Shen, H. (2025). Vocabulary Instruction for English Learners: A Systematic Review Connecting Theories, Research, and Practices. Education Sciences, 15(3), 262. https://doi.org/10.3390/educsci15030262
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
