THE EFFECT OF NEARPOD APPLICATION ON STUDENTS’

READING SKILL AT SEVENTH GRADE STUDENTS OF MTS

ALKHAIRAAT TARAKAN

RESEARCH PROPOSAL

By:
RIZKA SARI
NPM. 19.40601.040

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
BORNEO TARAKAN UNIVERSITY
2024

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 TABLE OF CONTENT

TABLE OF CONTENT........................................................................................................ii
CHAPTER I...........................................................................................................................1
INTRODUCTION.................................................................................................................1
A. Background of the Research........................................................................................1
B. Research Question.......................................................................................................3
C. Objective of the Research............................................................................................3
D. Significance of the Research........................................................................................3
E. Scope of the Research..................................................................................................4
F. Definition of Key Terms...............................................................................................4
CHAPTER II.........................................................................................................................5
REVIEW OF RELATED LITERATURE..........................................................................5
A. Theoritical Review........................................................................................................5
B. Previous Research......................................................................................................11
C. Theoritical Framework.............................................................................................13
D. Hypotesys....................................................................................................................13
CHAPTER III.....................................................................................................................14
RESEARCH METHOD.....................................................................................................14
A. Research Design.........................................................................................................14
B. Research Variabel.....................................................................................................15
C. Population and Sample.............................................................................................16
D. Research Instrumen..................................................................................................16
E. Technique of Collecting Data.................................................................................16
F. Technique of Analysize Data...................................................................................17
REFERENCES....................................................................................................................20
APPENDIX..........................................................................................................................23

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iii
 CHAPTER I

INTRODUCTION

This chapter consists of the background of the research, research question, objective
of the research, significance of the research, scope and the limitation of the research, and
pdefinition of key terms.

A. Background of the Research

Reading is an act of learning and comprehension. This is the right way to follow
because reading needs readers to utilize their vision in order to comprehend and give
meaning to a few words or sentences. According to Harmer (2007), reading has a big part
in learning a language. The reading materials that students use determine how much they
can comprehend. Higher reading levels result in higher comprehension. Reading gives one
a source of knowledge and comprehension (Hidayah, 2012). This comprehension and
knowledge can be found in a variety of information sources such as magazines,
newspapers, and the unlimited internet. Reading can be defined as the process of looking at
a sequence of written symbols and then deriving meaning from it. When we read, we rely
on our eyes to perceive the written symbols, including letters and punctuation marks. These
symbols are then transmitted to the brain, where they are transformed into words,
sentences, or even paragraphs that convey information (Gunawan Putri et al., 2019)

The use of reading give a benefit for readers such as : First, Increase the readers
store of knowledge and life experience. Second, Improve cognitive abilities, intellect, and
increase understanding of knowledge. Third, Enrich language skills and expand the range
of appropriate expressions, and Also Develop imaginative abilities to be creative (Purba et
al., 2023). And Reading has the advantage of acquiring life experience, gaining general
knowledge, and learning various information that can be very helpful in life. It also allows
one to become acquainted with important events in a nation's history and culture, as well as
staying updated with the latest advancements in science and technology worldwide.(Elvina,
2018)

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 Futhermore research at junior high school in north Pontianak, Maulidia found that the
reading comprehension ability of Junior high School students in North Pontianak is not yet
known, this shows that the reading comprehension ability of class VII students State
Middle Schools in North Pontianak receive little attention from teachers. (Maulidia et al.,
2018). Regrettably, due to English being taught as a second language in Indonesia, students
may encounter greater challenges in understanding written text. Moreover, they do not have
consistent exposure to the language, making it more difficult for them to achieve fluency
quickly and resulting in limited vocabulary. These challenges encompass struggles with
comprehending and interpreting text, drawing conclusions, recognizing and comprehending
vocabulary and sentence structure, as well as grasping the contextual meaning of words
within the text. The challenges may seem more daunting for Indonesian students due to the
differences in sentence structure, form, sound, and spelling of vocabulary in their first
language when compared to English.(Saraswati et al., 2021).

However Observation at MTs Al-Khairaat Tarakan, problems that researcher saw during
observations at school, and researcher have also conducted interviews with English
teachers. The problem that students face according to English teachers is that they have
difficulty understanding reading material because of a lack of vocabulary and They don’t
study or learn English in elementary school, so they lack mastery of vocabulary,
pronunciation, and self-confidence, so they need to be taught by the teacher from the start
to teach general things first to share new knowledge with them. and researcher have
conducted interviews with several students, and the average of their answers is that they do
not feel any difficulty in learning English. especially about reading. but when observing in
class, the researcher saw that there were several students who did not understand how to
read a text, some students do not focus on the learning process, and there were several
students who needed to be guided by the teacher to translate their reading text, so they
understood the reading meaning.

The strategy that will be used to support reading learning in grade 7 is using the Nearpod
application. from Raudhatul Aslami found that Nearpod application could be utilized for
Indonesian language learning media because it could create interactive learning through
innovative and educational features. Using games as a learning tool has numerous benefits.
One advantage is that games can capture students' interest in learning the subject matter in
an engaging and enjoyable way. Additionally, the use of games creates a lively and
gratifying learning atmosphere for students. Another benefit is that games provide a
platform for independent learning, allowing students to actively and enjoyably acquire
knowledge. Furthermore, games can help students enhance their problem-solving skills.
Lastly, by facing challenges and accomplishing goals in games, students can develop self-
confidence and a positive self-image. (Saleh et al., 2022). Learning materials that are

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interactive, including software and hardware, serve as intermediaries to facilitate the
transmission of messages from educators to students, provide clarity on lesson content, and
enhance the effectiveness of learning. One application that can support learning is Nearpod,
a platform site available for free online and offline learning. Nearpod enables interaction
between educators and learners, offering a variety of features for interactive and effective
learning without spatial or temporal limitations.(Kanaya, 2024)

The aim of this research is to measure how effective the NearPod application is in learning
English in grade 7.

B. Research Question
From the above problems, Researchers concluded that there were 2 problems :
1. What are the students face in understanding reading texts at seventh grade of MTs
Al Khairaat Tarakan?
2. How effective the nearpod application for students to understand reading texts at
seventh grade of MTs Al Khairaat Tarakan?

C. Objective of the Research

Based on the problem above, the objective of the research are :

1. To analyze of students’s difficulties in understanding about reading texts at seventh

grade of MTs Al Khairat Tarakan.
2. To Effectiveness analisys of the nearpod application for student in reading
understanding text at seventh grade of MTs Al Khairat Tarakan.

D. Significance of the Research

This research wants to give a valuable contribution to the following :
1. Theoritically
Inform knowledge about the effectiveness of nearpod learning media on students'
reading abilities.
2. Practically

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 First, teachers can use the NearPod application to make learning easier to convey
and learning more interesting for students. Secondly, students can gain new learning
experiences and students can enjoy and understand more when the teacher explains the
material.

E. Scope of the Research

The scope and limitation of this research are described as follows.
1. The scope of this research was the use of nearpod method, while the genre of the
text of this research is descriptive text in teaching reading skill
2. The limitation of this research was the seventh-grade students of MTs Al-Khairaat
Tarakan in the academic year 2024/2025.

F. Definition of Key Terms

1. Reading Skills
Reading is the process by which a reader enters, evaluates, and analyzes written
material in order to understand what the writer meant by meaning. Reading is
important in daily life because it helps one improve their language skills in addition
to providing information.
2. Nearpod Application
Nearpod is an interactive web-based application that can be applied in online
and offline learning. This application provides various interesting facilities, so that
learning material can be displayed in a more attractive form for students.
3. Reading
Reading is an activity of seeing and understanding the contents of what is
written. Apart from that, language is also defined as spelling or pronouncing what
is written, pronouncing, knowing or predicting, and calculating or understanding.
Reading is also a process carried out and used by readers to obtain the message
conveyed by the author through the medium of written language.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This Chapter consists of theoretical review of the research such as the concept of

A. Theoritical Review
1. The Concept of Reading
a. Definition of Reading

According to Subayil (2017), teaching English should include teaching

four skills, one of which is reading. In addition to reading the text or passage
aloud, reading comprehension is used to understand its meaning (Zalha et
al., 2020; Rohani et al., 2022)(Fatmawan et al., 2023). As therefore, reading
is really a short conversation between a writer and a reader. Thus, reading
proficiency is obviously necessary for learning. According to Howart (2006,
p. 61), reading is a language that is just as communicative as any other. It
indicates that there is communication between the author and the audience
when they read the content.
Therefore, students should be interested in the materials, familiar with
them, and easy to understand in order to develop their capacity to read in a
foreign language. Grabe (2009, p. 5) Reading may also be described as the
process by which readers use the knowledge they gain from reading to an
academic context as a component of their education.

Reading skills include the capacity to identify main ideas, comprehend

sequences, pick up on specific details, draw conclusions, compare, and make

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predictions, according to Richards and Schmidt (2010). So, reading skill is
the ability to understand and extract information as effectively as possible.
Through the reading process, students will gather a lot of information which
will change their knowledge, attitude, and behavior (Rinawati, in Dewi
2023). Further Rinawati claims reading will enable students to speak
logically and systematically.

b. The Reading Process

Some teachers frequently use texts or books as a way to present the

subject matter in the classroom. In addition, teachers provide readings so
that students can understand the content by reading the books in the correct
order. Reading encourages the human brain, emotions, and beliefs as well.
According to Weaver (2009, p. 5), reading is a process that is greatly
impacted by the reader's brain, emotions, and beliefs. These factors include
the knowledge, information, and strategies for processing text as well as the
reader's moods, fears, and joys.

According to Ellery cited in Dewi, (Wanda Dian Paramesti Fortuna

Dewi et al., 2023) here are several components that students should master
to comprehend reading a passage, such as;

a) Main Idea
A main idea is known as the key aspects of a text. It is the primary point
the writers wish to communicate with the readers. Identifying the main
idea of a text is regarded a s the most important reding comprehension
skill
b) Vocabulary
According to Latifa and Manan (2018), vocabulary in reading skill is
essential since it helps students to recognize the meaning and message of
the text, which is stated explicitly or implicitly. Students with wide-

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 ranging vocabulary is easier to comprehend a text. The success of
language learning will be determine determined by vocabulary
acquisition.

c) Reference
Reference refers to the relationship between grammatical units, usually
pronouns, with other grammatical units such as object and subjects.
Reference generally stated explicitly in the text and it requires students
to discover the connection between two words.
d) Inference
An inference is related to conclusions; it asks students to conclude the
text they have read. Generally, information about inference is stated
implicitly in the text.
e) Comprehension
Comprehension is crucial for the development of reading skills, thus
making this ability needs to be learned. Usman et al. (2017) defines
comprehension as the ability to extract and construct meaning from
written text through interaction and involvement with the text. In
Addition, National Reading Panel cited in (2000) argues that reading
comprehension is a cognitive process that integrated complicated skills
and cannot be isolated from vocabulary learning and development
f) Detail Information
Detail information related to a small piece of information from the text.
It is usually found in a particular section in the text.

c. Reading Problem

Reading comprehension problems encompass various challenges faced

by students in understanding and interpreting written texts. These issues

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 include inadequate vocabulary recognition, lack of reading strategies, and
difficulties in processing information. Westwood (stated there are some
difficulties in reading comprehension are caused by 5 factors, namely
difficulty in using reading strategies, limited vocabulary knowledge, lack of
fluency, lack of familiarity with the reading material, and the last problem in
recalling after reading (Malinda, 2022: 99). (Wanda Dian Paramesti Fortuna
Dewi et al., 2023)

2. Application of Nearpod Interactive Learning Media

a. Definition of Nearpod

In an effort to increase student motivation while studying, the

application of interactive learning media is very important. This learning
media can help students acquire cognitive skills or communication skills.
According to research by Ringstaff, Sandholitz, and Dwyer, students'
motivation in learning can be increased by implementing learning media that
utilizes technology. (Aryani et al., 2023)

Nearpod is a learning platform or cloud-based program that allows

students and audience members to attend classes via smart devices or any
computer with an internet connection. Through the Nearpod application,
teachers can prepare presentation slides by adding interactive features in it.
In terms of Nearpod performance in interactive learning, it was found that
the use of Nearpod can support interactive learning, especially in learning.
Students have the freedom to express themselves, respond to inquiries, and
engage in instructional games on Nearpod. Using Nearpod to control
learning activities helps engage all students in the class and control the
learning materials that are presented to them. (Powa & Murniarti, 2022)

The nearpod application is a learning space platform that provides

interaction between students and teachers, where teachers can create

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presentations containing images, text, videos, and even quizzes to be played
together.

Picture 1. Nearpod Website Display

Source: Nearpod Website

b. The method to Use Nearpod

There are ways to create presentations with Nearpod. First, a completely

new presentation can be started from scratch with a function called new
presentation. Creating slides in Nearpod is similar to those created using
Powerpoint. Second, existing PowerPoint presentation slides can be
imported into Nearpod. The teacher can add a video clip to the topic so that
the clip's content can be used for discussion. Once the presentation slides are
ready, formative assessment activities can be added. The activities available
in Nearpod are quizzes, polls, draw-it functions, Time to Climb games, and
open-ended questions that can be used as formative assessments. (Powa &
Murniarti, 2022)

Nearpod is accessible with internet connection. Using their own

computers, cellphones, tablets, and web browsers, students can read their

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course materials during the lecture by downloading the Nearpod app for
free. Teachers may present their PowerPoint slides to their by giving each
student a special code at the beginning of the lesson. Students will be able to
view the presentation on their own screens as soon as they get access. The
lecturer will have control over the pace of presentation. The lecturer's
decision to display the slide is final, and after that, students are not allowed
to view any more of the slides. Throughout the lesson, the speaker can see
how many students are participating. This enable the lecturer to monitor the
student engagement and understand the learning progress through the online
activities prepared using the software. Nearpod presentations can
incorporate formative evaluation features like as polls, quizzes, drawing
functions, collaborative questions, and open-ended inquiries. As a result,
students can engage with the materials, and the teacher can see each
student's answer to a given task. The lecturer can then decide whether to
continue the conversation or offer constructive feedback (Sanmugam et al.,
2019)

Advantages and Disadvantages of Nearpod

According to Kholishoh, in Biassari (2021) (Biassari & Putri, 2021)

advantages of using Nearpod’s Application is :

1. Nearpod is an application that attracts students' attention, increasing their

interest in learning.
2. Learning with nearpod minimizes the use of LCD projectors because
students can access them via electronic devices such as smartphones,
laptops, computers, etc.
3. Using the Nearpod app for learning is one way to use technology in the
learning environment.

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 4. Because student activity is automatically recorded, teachers are able to
see who is and is not in class.
5. After completing the assessment, an analysis of the results is generated
automatically.
Meanwhile Disadvantages of using Nearpod’s Application is :
1. You actually need an internet connection so that learning can function
efficiently.
2. Paid application to add features.
3. Interactive learning video media can only be accessed for 1 month

B. Previous Research
Based on the searching results, the researcher found several relevant previous
study which are related to the research. The previous studies are follows.

First, a research by Dewi and others (2023) ,(Wanda Dian Paramesti Fortuna
Dewi et al., 2023) titled “The Effect Of Nearpod On Tenth-Grade Students’
Reading Skills In A Public Senior High School In North Bali, Indonesia. This
research aims to determine the effect of the ICT tool, Nearpod, on students’ reading
skills. The researcher employed a mixed-method approach by combining a post-
test-only design and an interview guide. An independent samples t-test is carried
out to examine quantitative data. The research population includes tenth-grade
students at SMA Negeri 1 Banjar. The results show the mean score of the
experimental group (M=80.76) is higher compared to the control group (M=70.77).
The interview results revealed that Nearpod positively impacts the process of
learning reading. Additionally, it improves learning effectiveness, efficiency, and
interest..

Second, a research study by Khoirrohmah and Dian (2024) (Khoirrohmah &

Fadhilawati, 2024) titled “Unveiling The Impact Of “Nearpod” Application In
Elevating Tenth-Grade Reading Narrativetext Comprehension Mastery. This study

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is a Quantitative study to examine the efficacy of Nearpod application in elevating
the 38 tenth-grade students' reading comprehension mastery under the topic of
narrative text at SMAN 1 Bitar. Pre-experimental research using a one-group
pretest and post-test design was implemented. The students' post-test score of
83.05. rose from their pre-test score of 74.13 in narrative text The student's learning
results throughout the pre-and post-tests differed notably, according to the matched
samples t-test, with a p-value of 0.000, which was less than 0.05, indicating
statistical significance. In light of these results, it is advised that English teachers
incorporate Nearpod into their teaching, particularly for reading instruction. the
findings suggest that Nearpod positively impacts reading instruction.

Third, a research study by Sholikah and Fitria (2023) (Sholikhah & Ningsih,
2024) titled Interactive Pathways: Exploring Students’ Acceptance Of Using
Nearpod For English Grammar Proficiency. This study aims to investigate students'
reactions to technology used for teaching grammar, precisely the acceptance of
using Nearpod for grammar class. This study employed a mixed-method design
with questionnaire and in-depth interview. The findings revealed a highly positive
perception of Nearpod's utility for grammar instruction, confirming on students’
acceptance and highlighting its benefits for enhancing language skills, especially in
grammar. Students agreed that Nearpod was beneficial to help understand and
practice the language. The findings demonstrate that Nearpod is an effective tool
for enhancing grammar instruction and suggest its implications for language
educators and curriculum designers.

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C. Theoritical Framework

Solution
Problem
Reason Use Outcomes
Students have
Lack of interactive Students can
difficulty
vocabulary & media understand
understanding
lack of self- Nearpod in english
english
confidence learning reading
reading
process

D. Hypotesys
Based on Theoritical review, the researcher formulated the hypothesis as
follow
1. Null Hypotesis (Ha)
There is a significant affect in students who are taught by using a nearpod
application in reading skills
2. Alternative Hypothesis (H0)
There is no significant effect in students who are taught by using a nearpod
application in reading skills

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 CHAPTER III

RESEARCH METHOD

In this chapter, the researcher discuss about research design, research variables,
population, and sample, research instrument, procedure of collecting data, and data
analysis.

A. Research Design
Based on the quantitative methods are an approach to studying a research
topic. In research, the investigator needs to choose specific techniques to collect,
analyze, and interpret data according to the problem’s nature or the research
question under study. the background, the approach in this research is quantitative
research. Quantitative methods are an approach to studying a research topic. In
research, the investigator needs to choose specific techniques to collect, analyze,
and interpret data according to the problem’s nature or the research question under
study. It allows us to quantify effect sizes, determine the strength of associations,
rank priorities, and weigh the strength of evidence of effectiveness (Rana, 2021).
(Rana et al., 2020)

Experimentation is a type of research in education that looks at how a behavior

is affected by an educational intervention. Student behavior, or testing hypotheses
about whether or not there is an effect of a treatment or action when compared with
other actions. In experimental research, all activities or all variants with known
effects are referred to as treatments. This research will use experimental design,
with the type of pre-experimental.

Pre-Experimental are the simplest from of research design. In a pre-experiment

either a single group or multiple groups are observed subsequent to some agent or
treatment presumed to cause change. Pre-experimental design is a design that
includes only one group or class that is given pre- and post-tests. This one group
pretest and posttest design was carried out on one group without a control or

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 comparison group.
This research applied a pre-experimental design (one group pre-test and post-
test), this design involved one group that is pre-test (O1), expose to treatment (X)
and post-test (O2). It aims to know whether there is significant development before
and after using Nearpod and to know wheter by using nearpod

Table 1. Pre- Experimental (one group pre-test post test) design

Pre-test Treatment Post-test

O1 X O2
Notes :
O1 = Score of pre-test (before treatment)
X = treatment
O2 = Score of post-test (after treatment)

The following pre-experimental (pre-test) and post-test models:

1. Give students a pre-test (O1) to determine their beginning reading skills for grade
sevemth of MTs Al-Khairaat Tarakan

2. Give students in grade 7 therapy (X) to grade sevemth of MTs Al-Khairaat

Tarakan

3. After giving students nearpod treatment for their reading skills in grade sevemth
of MTs Al-Khairaat Tarakan, give a post-test (O2) to determine their progress.

B. Research Variable
There were two variables that involve in this research, there are independent
variable (X) and dependent variable (O1 and O2). Independent variable was the
implementation of using nearpod method. It was the method used by the researcher
when teaching reading. While dependent variable was the student reading skill.

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C. Population and Sample
1. Population

Population of a research is defined as the people whom appeal to the

interest of the researchers in generalizing the outcomes of the research.
Population is everything that use as an object of research. The population is not
only a number of the object of research, but also includes the characteristics of
the object to be observed. According to Creswell (2018) population is a group of
individuals, objects, or items taken to measure the sample.

The population of this research is all of the seventh grade at MTs Al-
Khairaat Tarakan in the academic year 2024/2025.

2. Sample

Sampling is the selection of a subset of the population of interest in a

research study. A sample is a smaller set of data that a researcher chooses or
selects from a larger population using a pre-defined selection bias method. The
sample of this research is the seventh grade with one group class at MTs Al-
Khairaat Tarakan.

D. Research Instrumen
Research instruments are tools that are used for collecting or acquire data in
order to solve research issues or achieve research goals. In this research, the
researcher use one kind of instrument namely multiple choice test. The test used in a
pre-test and post-test. The test will be given to measure the student reading skill.

E. Technique of Collecting Data

The technique of Collecting data consists of pre-test, treatment and post-test.
The technique for collecting data is as follows:
1. Pre-test
Researchers measure student's understanding of reading texts using this pre-
test. Students in grade 7 took a pre-test given by researchers using multiple-choice

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questions that will be given out later. After that, for eighty-five minutes, students
will work on the questions given by the researcher. Following the students' finishing
of the questions, the researcher collects the questions and gives an assessment of the
exam.
2. Treatment
In this treatment, researchers provided treatment to students for 5 meetings.
Each meeting consists of 2x85 minutes.
3. Post-test
Researchers assessed students' comprehension of text reading with this post-test.
Using Nearpod, researchers conducted a post-test to students in grade 7 that
consisted of multiple choice questions. After that, for eighty-five minutes, students
will work on the researcher's questions. Following the students' finishing of the
questions, the researcher collects the questions and provides an evaluation of the
exam.

F. Technique of Analysize Data

The techniques of Analyze data from pre-test and post-test in two steps, as
follows.
1. Descriptive Analyze

Descriptive analysis was to analyze the data before the test calculate the
research analysis use to find out the scoring students’ test, classifying the students’
score, and calculating the mean score and standard deviation. Descriptive statistic is
focused to describe, summarize and explaining the data. In this research, the
researcher used descriptive analysis to analyze the data to find out data minimum,
maximum, mean score and standar deviation.

2. Inferential Analysis

Data analysis is the process of searching and organizing it systematic data

obtained from interviews, field notes and documentation, by organizing data into

17
categories, describing, synthesizing, and making conclusions so that it is easy for
yourself and others to understand. Data obtained in this research are in the form of
numbers (quantitative) so the analysis technique uses statistical methods. Data The
quantitative data obtained from the test results are then explained using the t test
with the IBM SPSS 2 program. Analysis carried out in this research are as follows.

a. Normality Test

The normality test is the prerequisite for many statistical test which means
before doing a hypothesis testing. It needs to do the normality test of the data. The
purpose of normality test used to know whether the data in the researcher are
normally distributed or not by using statistic test Kolmogorov-Smirnov. The main
purpose of Kolmogorov-Sminorov test was to know the data was normally
distributed or not, because in parametric statistic, the data should be normally
distributed and it becomes the important condition in the research. The hypothesis
of normally test can be seen as follows.

H0 = data was normally distributed if probability value is higher than the level of
significant

Ha = data was not normally distributed if probability value is lower than the level of
significant

b. Homogenity Test

After normality test was done, the researcher need to found the homogeneity of
variance. The purpose of homogeneity test was to calculate whether both of tests
have same variance or not. If variance was equal, then t-test use equal variance
assume. Moreover, if the variance was not equal then t-test used equal variance not
assumed to determine the significant difference. The hypothesis of homogeneity can
be seen as follows.

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H0 = the variance of pre-test was equal with the variance of post-test if the
probability value was higher than level of significances

Ha = the variance of pre-test was not equal with the variance of post-test if
probability value was lower than the level of significances

If the level of significance was higher than 0.05 (probability value ≥ 0.05), then
H0 was accept and Ha is rejected. It means that the variance pre-test was equal with
the variance in post-test, then t-test used equal variance assume to determine the
significant difference. Moreover, if the level of significance was lower than 0.05
(probability value ≤ 0.05), then H a was accepted and H0 was rejected. It means that
the variance not assumed to determine the significant difference.

c. Hypotesis Thesting

After the prerequisite tests are met, the next step is carried out is hypothesis
testing using a test sample t test the data is normally distributed. T test analysis was
used to see the difference in pretest and posttest scores. Decision making criteria are
carried out by compare the probability values obtained on the lever 5% significance
means that the hypothesis is accepted if the probability value is.

19
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Khoirrohmah, L., & Fadhilawati, D. (2024). Unveiling The Impact of “Nearpod”

Application in Elevating Tenth-Grade Reading Narrative Text Comprehension
Mastery. Jurnal Riset Dan Inovasi Pembelajaran, 4(1), 547–561.
https://doi.org/10.51574/jrip.v4i1.1348

Maulidia, E., Heryana, N., & Syambasril. (2018). Kemampuan Membaca Pemahaman
Siswa Kelas Vii Smp Negeri Di Kecamatan Pontianak Utara. Jurnal Pendidikan Dan

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 Pembelajaran Khatulistiwa (JPPK), 7(9), 1–8.
https://jurnal.untan.ac.id/index.php/jpdpb/article/view/28263/75676578318

Powa, N. W., & Murniarti, E. (2022). the Analysis of Nearpod Use in Mathematics Online
Learning At Vocational School. Jurnal Dinamika Pendidikan, 15(2), 83–89.
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Purba, H. M., Sakinah Zainuri, H., Syafitri, N., & Ramadhani, R. (2023). Aspek-Aspek
Membaca Dan Pengembangan Dalam Keterampilan Membaca Di Kelas Tinggi.
Inspirasi Dunia: Jurnal Riset Pendidikan Dan Bahasa , 2(3), 177–193.
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21.

Sanmugam, M., Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of Nearpod As
Interactive Learning Method. INTED2019 Proceedings, 1(March), 8908–8915.
https://doi.org/10.21125/inted.2019.2219

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22
APPENDIX

23
APPENDIX 1 (SILABUS)

Kompetensi Materi Kegiatan Penilaian Aloka Sumber

Dasar Pembelajar Pembelajaran si Belajar
an Wakt
u
3.1.  Descriptive Mengamati Sikap: 5 JP  Bahasa
Menerapkan Text and  Peserta didik Observasi Inggris
fungsi sosial, Grammar mengamati sebuah  Penilaian SMP/MT
struktur teks, (Simple teks deskriptif diri, s Kelas
dan unsur Present Tense) pengalaman penilaian VIII,
kebahasaan pribadi. Kemudian antarpeserta Quadra
beberapa teks mendengarkan didik, atau  Tim
deskriptif guru yang jurnal Penyusu
lisan dan tulis membacakan teks tentang n,
dengan deskriptif tersebut. informasi Bahasa
memberi dan Lalu peserta didik terkait teks Inggris
meminta membacakan deskriptif, untuk
informasi kembali apa yang pendek dan SMP dan
terkait teks telah dibacakan sederhana MTs.
deskriptif gurunya dengan (descriptive Quadra
sesuai dengan baik. Menanya  text) dan 
konteks Peserta didik Grammar Website
penggunaanny berdiskus i dengan (Simple terkait
a. 4.1 Teks teman dan guru present
deskriptif terkait dengan tense).
4.1.1 deskriptif teks Pengetahuan
Menangkap dengan baik dan : Tes tertulis
makna secara benar .  Uraian dan
kontekstual Mengumpulkan penugasan

24
terkait fungsi Informasi  Peserta berkaitan
sosial, struktur didik mencari dengan
teks, dan beberapa teks informasi
unsur deskriptif yang terkait teks
kebahasaan berkaitan deskriptif,
teks deskriptif lingkungan sekitar pendek dan
lisan dan tulis, dari berbagai sederhana
sangat pendek sumber atau (descriptive
dan referensi. text) dan
sederhana, Kemudian grammar
terkait mencatatnya (Simple
pengalaman dengan baik . present
pribadi di Menalar/Mengasos tense).
waktu lampau asi Keterampila
(deskriptif)  Peserta didik n:
4.1.2 membuat teks  Membuat
Menyusun deskriptif yang portofolio
teks deskriptif berkaitan dengan dan tes
lisan dan tulis, lingkungan sekitar praktik
sangat pendek Mengomunikasikan tentang
dan  Peserta didik deskriptif
sederhana, membacakan hasil teks, pendek
terkait teks deskriptif dan
lingkungan masingmasing di sederhana
sekitar depan kelas. (descriptive
(deskriptif), text) dan
dengan grammar
memperhatika (Simple
n fungsi present
sosial, struktur tense).
teks, dan

25
unsur
kebahasaan,
secara benar
dan sesuai
konteks.

26
 APPENDIX 2 (RPP)

SATUAN PENDIDIKAN : MTs Al-Khairaat Tarakan

MATA PELAJARAN : BAHASA INGGRIS
KELAS / SEMESTER : VII / 1
TAHUN PELAJARAN : 2024/2025
ALOKASI WAKTU : 5 JP / 2x Pertemuan
MATERI : DESCRIPTIVE TEXT
SUB-MATERI : THINGS IN THE CLASSROOM

A. TUJUAN PEMBELAJARAN

Kompetensi Dasar Tujuan Pembelajaran

KD membandingkan fungsi sosial, struktur teks, dan ● Mengidentifikasifungsi
3.7 unsur kebahasaan beberapa teks deskriptif lisan dan social dan unsur kebahasaan
tulis dengan memberi dan meminta informasi terkait dari ungkapan menyatakan
dengan deskripsi orang, binatang, dan benda, sangat dan menanyakan
pendek dan sederhana, sesuai dengan konteks tentangdeskripsi orang,
penggunaannya binatang, dan benda, pendek
KD menangkap makna secara kontekstual terkait fungsi dan sederhana, sesuai
4.7 sosial, struktur teks, dan unsur kebahasaan teks deskriptif konteks ● Menyebutkan
lisan dan tulis, sangat pendek dan sederhana, terkait menyatakan dan
orang, binatang, dan benda
menanyakan
tentangdeskripsi orang,
binatang, dan benda, pendek
dan sederhana, sesuai
konteks ●
Meresponungkapan

27
 menyatakan dan
menanyakan
tentangdeskripsi orang,
binatang, dan benda, pendek
dan sederhana, sesuai
konteks

● Menangkap makna secara

kontekstual terkait fungsi
sosial, struktur teks, dan
unsur kebahasaan teks
deskriptif lisan dan tulis,
sangat pendek dan
sederhana, terkait orang,
binatang, dan benda

B KEGIATAN PEMBELAJARAN

PENDAHULUAN INTI PENUTUP

Peserta didik beserta guru Peserta didik diberikan Peserta didik menyimpulkan
melaksanakan Do’a dan arahan untuk kegiatan yang makna deskripsi dan
guru mengecek kesiapan akan dilaksanakan. Yakni beberapa benda yang telah
peserta didik terkait kondisi penjelasan tentang diperolehnya
peserta didik dan melakukan bagaimana aturan main
absensi “Flash Card” ini dilakukan.
Guru memberikan Keynote Setelah peserta didik Peserta didik mendapatkan
terkait materi yang akan mengerti lalu peserta didik refleksi dari guru sebagai

28
disampaikan memilih beberapa kartu, tanggapan dan koreksi untuk
kemudian peserta didik peserta didik tersebut
mendeskripsikan gambar
yang ada pada kartu
tersebut.
Guru mempersilahkan Peserta didik yang lainnya Peserta didik dan guru
peserta didik untuk menuliskan penjelasan atau melaksanakan do’a dan
mengeksplorasi keynote deskripsi dari peserta didik selesai
yang telah diberikan yang lainnya.

C. SUMBER BELAJAR
1. FLASH CARD
2. BUKU WHEN ENGLISH RINGS THE BELL KELAS VII
3. INTERNET
4. KAMUS

D. PENILAIAN

29
APPENDIX 3.

INTERVIEW WITH TEACHER

1 Apakah siswa di kelas 7 mengalami Iya, sangat kesulitan

kesulitan saat di kelas membaca
Bahasa Inggris?
2 Permasalahan apa yang siswa kelas 7 Pronunciation, kurangnya pengusaan
hadapi dalam kelas membaca Bahasa kosakata dan ada beberapa siswa yang
inggris? tidak percaya diri tetapi masalah utama
adalah pronounciation
3 Strategi apa yang ibu gunakan untuk Biasanya memberikan 5 kosakata
mengajar kelas membaca Bahasa terlebih dahulu (seperti kata
Inggris? kerja,benda,maupun kata sifat) yang
sering digunakan dalam kehidupan
sehari-hari. Lalu dihafal dan
diaplikasikan dalam kehidupan sehari-
hari. Dari situ mereka menjadi tahu
4 Hambatan apa saja yang ibu hadapi Karena di SD tidak ada Bahasa inggris
dalam mengajar kelas Bahasa inggris dan first time mereka mempelajari di
kelas 7? SMP. Mereka harus belajar dari awal
5 Bagaimana cara ibu untuk Jika ada siswa yang benar-benar
menyelesaikan hambatan yang kurang paham, dilakukan pendekatan
dihadapi?
6 Media apa saja yang ibu gunakan pada Video, Kartu, Cerita Pendek
mengajar Bahasa inggris?

30
 INTERVIEW WITH STUDENT

1 Menurut kamu, pembelajaran Siswa 1:

Bahassa inggris tentang reading Iya, Menyenangkan
menyenangkan? Siswa 2 :
Iya, Menyenangkan
2 Selama pembelajaran Bahasa Siswa 1 :
inggris reading, hal apa yang Bacaan menarik, bisa sambal menyanyi
menurutmu menyenangkan? Siswa 2:
Topik atau pembahasannya bervariasi
3 Apakah ada hambatan atau Siswa 1
kesulitan selama pembelajaran Tidak ada
Bahasa inggris reading? Siswa 2 :
Tidak ada

31
 APPENDIX 5. LEARNING MATERIAL

Descriptive text

Descriptive text adalah sebuah teks yang menjelaskan tentang suatu hal. Misalnya,
mendeskripsikan orang orang, binatang atau suatu benda baik bentuknya, sifat-
sifatnya, jumlahnya dan lain-lain. Descriptive text juga bertujuan untuk
menjelaskan, menggambarkan atau mengungkapkan seseorang atau suatu benda.

Generic Structure dari Descriptive Text

1. Identification

Bagian identification berisi pendahuluan dan gambaran umum tentang suatu topik.
Identification berfungsi sebagai pengenalan dari apa yang kita sedang jelaskan.
supaya para pembaca atau pendengar tidak salah mengerti. Misalnya yang kita
jelaskan adalah kucing, namun para pembaca/pendengar malah salah mengerti
menjadi anjing,

2. Description

Pada bagian description berisi ciri-ciri khusus atau sifat-sifat yang terdapat dalam
benda, orang, atau binatang yang sedang kamu jelaskan.

32
 Ciri-Ciri Descriptive Text

 Menggunakan Simple Present Tense. Tenses ini digunakan karena dalam

descriptive text kita akan menjelaskan suatu fakta atau kebenaran yang terdapat
dalam suatu hal atau orang.

 Menggunakan banyak kata Adjective . Kata Adjective digunakan karena dalam

descriptive text kita akan menjelaskan sifat - sifat dari suatu benda, manusia, atau
binatang.

 Kita akan sering menjumpai banyak kata "is" atau relating verb (kata kerja
penghubung) dalam descriptive text. karena 'is' itu berarti 'adalah' yang
mengarahkan pada penjelasan benda,orang atau binatang yang sedang kita jelaskan.

 Descriptive text hanya fokus menjelaskan pada satu objek.

33
Read the text and answer question 1-4

Venice is a city in northern Italy. It has been known as the “Queen of the Adriatic”,
“City of Bridges”, and “The City of Light”. The city stretches across 117 small
islands in the marshy Venetian Lagoon along the Adriatic Sea in northeast
Italy.Venice is world famous for its canals. It is built on an archipelago of 117
islands formed by about 150 canals in a shallow lagoon. The islands on which the
city is built are connected by about 400 bridges. In the old centre, the canals serve
the function of roads, and every form of transport is on water or on foot.You can
ride gondola therE. It is the classical Venetian boat which nowadays is mostly used
for tourists, or weddings, funerals, or other ceremonies. Now, most Venetians travel
by motorised waterbuses which ply regular routes along the major canals and
between the city’s islands. The city has many private boats. The only gondolas still
in common use by Venetians are the Traghetti, foot passenger ferries crossing the
Grand Canal at certain points without bridges

1. What does the text tell you about?

A. Gondola.
B. Traghetti.
C. Venice
D. Italy.
E. Venetian boat

2. What transport crosses the Grand Canal for foot passengers at certain points
without bridges?
A. Gondolas.
B. Traghetti.

34
C. Waterbuses.
D. Lagoon.
E. Ship

3. From the text we can say that Venice belongs to a city of ….

A. water
B. ceremonies
C. buses
D. funerals
E. Gondola

4. What does the second paragraph of the text tell us about?

A. The forms of transport in the world.
B. The canals and roads that people like to use.
C. The archipelago that has a lot of islands.
D. Venice as the world famous for its canals.
E. Venice is the city of light

Read the text and answer question 5-7

Masjid Sultan Suriansyah is a historical mosque. Built 300 years ago, this building
is the oldest mosque in South Kalimantan. The mosque is located in the North Kuin
Village of Banjarmasin. It was built in the reign of Sultan Suriansyah known as
Pangeran Samudera. He was the first Banjarnese King who converted into Islam.
This mosque was found on the bank of the Kuin River, near Kampung Kraton,
which was destroyed by the Dutch colonial. The construction of Masjid Sultan
Suriansyah was unique. The roof is layered. It took the Banjar’s past architecture
before Islam came. Different from any other old mosques in Banjar, the mihrab has

35
its own roof, separated from the main building.

5. Masjid Sultan Suriansyah was constructed in the era of ….

A. Banjar people
B. Dutch colonial
C. Kalimantan King
D. Sultan Suriansyah
E. Jokowi

6. What is mainly discussed in the text?

A. A king reign
B. A palace complex
C. An Islamic location
D. A historical mosque
E. A temple

7. From the text we know that ….

A. Some construction of the mosque takes the local style
B. Banjar people burned down the mosque
C. There is nothing special from this mosque
D. The Dutch colonial built the mosque
E. Banjar’s past architecture before Islam came

36
Read the text and answer question 8-9

Angkor Wat was faced a Hindu temple, a man of Buddhist temple completed in
Cambodia. It is the largest religious monument in the world. The temple was built
by the Khmer King, Suryawarman II in the early twelfth century in Yosadapura, the
capital of the Khmer Empire as this temple of eventual moslem. It is dedicated to
Wisnu. It is designed to represent Khmer Meru, frame of the Devis in Hindu
mythology within the mouth and has an outer wall which is 3 to 7 km long. It has
three rectangular galleries which races about the neck. At the centre of the temple
stand Queen Cap of Tower.

8. What is the monolog about?

A. Gallery complex.
B. Buddhist mythology.
C. Cambodia.
D. Khmer Empire.
E. Angkor Wat.

9. In the twelfth century which Empire was strong enough to build the biggest
temple of the world?
A. Old Empire.
B. Yosadapura Empire.
C. Meru Empire.
D. The King Empire.
E. Khmer Empire.

37
Read the text and answer question 10-11
On the banks of the Chao Phraya, Bangkok’s “River of Kings”, lies a hotel
that has already set new standards of hospitality for this celebrated city.Set in
magnificently landscaped tropical gardens, the Shangri-La Bangkok provides guests
with all the charm and warmth of the orient and, at the same time, unsurpassed
range of facilities and leisure activities. There is a choice of 12 superb settings in
which to wine and dine, a large free-form swimming pool that overlooks the river,
convention and meeting facilities for up to 2000 people, and a 24-hour business
centre.And, from every single guest room and suite, there is a breathtaking view of
all the exotic hustle and bustle of the fabled “River of Kings”. One might expect
such a well-equipped and positioned hotel to be miles away from the city center but,
at Shangri-La Bangkok the business district and main shopping areas are mere
minutes away.From more than 200 years, Bangkok’s grandeur has been reflected in
the waters of the Chao PhrayA. Today, the Shangri-La Bangkok towers beside this
majestic river, offers its guests the golden promise of the East.

10. For how many people the meeting facilities are up to?
A. 5000 people.
B. 4000 people.
C. 2000 people.
D. 1000 people.
E. 500 people.

11. The text mainly focuses on…

A. Bangkok’s grandeur.
B. Bangkok’s ”River Kings.”
C. The water of the Chao Phraya

38
D. The majestic river in Bangkok.
E. Shangri-La Bangkok.
Read the text and answer question 12-13

Bale Kambang is a small village in the Southern coast of East Java, seventy
kilometers from Malang town and two hours’ drive from South. It is well known for
its long beautiful white sandy beach as well as the similarity of its temple to the one
of Tanah Lot in Bali.In Bale Kambang, there are three small rocky islands namely
Ismaya Island, Wisanggeni Island, and Anoman Island, those names are taken from
“wayang” figures (Java traditional puppets). These islands are surrounded by
Indonesian Ocean which huge waves frighten most overseas cruisers.

12. What makes Bale Kambang famous?

A. Small rocky islands
B. Long beautiful beach
C. Huge waves of ocean
D. Overseas cruisers
E. three small rocky islands

13. What is the main idea of the second paragraph?

A. There are three rocky islands in Bale Kambang
B. Huge waves frighten many overseas cruisers
C. Names of rocky islands are taken from “wayang”figures
D. The rocky islands are in the middle of the sea
E. Small village of Bale Kambang

39
Read the text and answer question 14-16
Kediri is a name of a town. It is situated in a valley between the Kelud and Willis
mountains and inhabited by about 1.3 million peopeE. In the centre of the town there is a
large hill which is called the Dathok Mountain. Because of the topography of the region,
Kediri is called a chilly town by the locals. There is a big river called Brantas cutting off
the centre of the town.Beside the temples, Kediri is also famous for its products like
cigarettes and a special kind of tofu or bean curD. This highly nutritious food is delicacy of
Kediri and has a distinctive tastE. The cigarettes factory dominates the town economy and
employs the majority of the women labor force. Kediri and the cigarettes factory are
inseparable and it is considered the biggest cigarette factory in Indonesia. Most of the local
people work in this factory. Those who do not work here are farmers or traders.

14. What does the above text tell about?

A. The history of Kediri
B. The famous products of Kediri
C. The description of Kediri
D. The people
E. 1.3 million people

15. Which one has a distinctive taste?

A. The cigarette
B. The special food
C. The bean curd
D. The highly nutritious food
E. Tofu

40
16. “Those who do not work here …” (last sentence). The “those” word refers to ….
A. The local people
B. The factory workers
C. The farmers
D. The traders
E. Woman labour force

Read the text and answer question 17-21

Orchard Road is a Boulevard which becomes business and entertainment center in
Singapore. Orchard Road is surrounded by a lush tropical and flower gardens which are
beautiful. At first, Orchard Road is just a suburban street lined with orchards, plantations
nutmeg, and pepper farming. However, in the 1970s, it turned into a shopping center in
Singapore. In 1960 and 1970 entertainment industries began to enter this road. Shopping
centers such as mall and Plaza was built in 1974. Orchard Road runs along about 2.2 km.
This road is one-way street flanked by a variety of shopping malls, hotels and restaurants.
The shopping area which is nearly 800,000 square meters provides a wide range of Things,
food, and entertainment. In this area there are many options that can satisfy visitors from all
walks of life starting from the luxury branded things to the Popular branded, from exclusive
restaurants to fast food. There are so many ways that can be accessed to get to Orchard road
such as: by taxi, bus or drive your own car. For those who are driving to Orchard Road can
be entered from the west through the Napier Road. Vehicles from Dunearn Road can turn to
left at the intersection of the Marriott Hotel junction. Vehicles that come from Paterson can
turn right onto Orchard Road. Orchard is always crowded so you have to be careful in order
not to get lost.

17. The text mainly focuses on?

A. Singapore
B. Orchard Plantation
C. Plaza and Mall

41
D. Orchard road as business and entertainment center
E. Shopping Center

18. Which statement is TRUE?

A. At first Orchard Road is a crowded settlement
B. Orchard road became business and entertainment center since 1974
C. Vehicles from Dunrean road turn to the left at intersection of the Marriott Hotel junction
D. Orchard road is infamous place at Singapore
E. Orchard road is not surrounded by flower garden

19. In the third paragraph the writer describes about?

A. The location of Orchard Road
B. The things that we can see at orchard road
C. The direction to get to Orchard Road
D. The history of Orchard Road
E. The distance of Orchard Road

20. Words “it” in line 4 refers to?

A. The plantation
B. Luxury branded things
C. The plaza
D. Singapore
E. Suburban street

21. The word “satisfy” in line eighth has the closet meaning with?
A. Pleased
B. Free
C. Frighten

42
D. Threat
E. Loved

Read the text and answer question 22-25

The Shard is an 87-storey skyscraper, which sits in the heart of London. It is known as the
shard of glass. Construction began in 2009 and was completed three years later in 2012,
making it Western European’s tallest building. Designed by architect Renzo Piano, The
Shart is the second tallest free standing structure in the UK. Its exterior boasts 11,000 glass
panels — that’s equivalent in area to eight football pitches or two-and-a-half Trafalgar
Squares.The building was developed to have multiple uses, describes on the website as a
‘vertical city where people can live, work and relax’. This motto was clearly taken on board
that was found on the 72nd floor towards the end of construction.

22. What is the text about?

A. The architect Renzo Piano
B. The Shard glass panels
C. The Shard, building in London
D. The tallest building in London
E. The heart of London

23. In Europe, the Shard gains popularity on its …

A. Location
B. Function
C. Height
D. Age
E. Usage

24. What probably makes people interested to stay in the Shard?

43
A. It has multiple uses
B. It is the tallest building in UK
C. It was built by famous architect
D. It is located in the heart of London
E. It is very cheap

25. “…, making it Western European’s tallest building.” What does the underlined word
“it” refer to?
A. The Shard
B. The glass
C. London
D. Skyscraper
E. Renzo Piano

44
APPENDIX 6
Answer key

1. C 6.D 11. E 16.A 21.A

2. B 7.A 12. B 17.D 22.D
3. A 8.E 13. A 18.C 23.C
4. D 9.E 14. C 19.C 24.D
5. D 10.C 15. C 20.E 25.A

45