Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod

Abstract

This research aims to enhance students’ reading learning process using a genre-based approach during the COVID-19 pandemic through Nearpod. Action research with four stages was applied as a research design. The qualitative data were collected through interviews and teacher’s field notes, while the quantitative data were obtained by students’ reading pre-test and post-test. The qualitative data were analyzed by assembling the data, coding the data, building interpretations, and reporting the outcomes. Meanwhile, the quantitative data were analyzed using descriptive quantitative analysis. Findings demonstrated that students learned how to determine the main idea, make an inference, and distinguish detailed information from the texts. They also considered Nearpod as an accommodating and encouraging tool in learning. The teacher addressed how to reinforce the students’ reading learning process by deep consideration, preparation, and reflection to ensure that Nearpod worked properly. The statistical report of students’ scores for the pre-test and post-test showed improvement from 64.7 to 84.8. The average students’ post-test score was greater than the pre-test. This study revealed that the Nearpod program successfully supported the reading learning process for students because of its user-friendliness and it enabled teachers to monitor students’ progress during the teaching process.

The Effect of an E-Formative Assessment based ‎Program on Enhancing EFL Primary Stage pupils' ‎Reading Comprehension and their Motivation

“…Similar results were reported by Hirtz (2020), Pupah &Sholihah (2022) andAbdullah "et al "(2022) who concluded that pupils were positive and motivated about instruction with Nearpod. Nearpod appealed to both intrinsically and extrinsically motivated learners, this includes: High level of interaction -learners enjoy interacting physically with Nearpod; manipulating text; image, matching; dragging and dropping objects; keeping the class on task and raising their self-esteem.…”

Task – Based Learning: Design and Implementation in Teaching English for Various Scientific Discipline Students in a Large Class

“…The stages of classroom action research from planning, acting, observing, and reflecting conducted in two cycles. Four stages in classroom action research, those are planning, action and observation, and reflection can be applied to seek the problems and find the solution for solving problems in teaching and learning (Pupah & Sholihah, 2022). In planning stage, the researcher plan to implementing Task -Based Learning to improve students' English skills by conducting the steps of Task -Based Learning, namely pre-task, task phase, and language focus.…”

Boosting the L2 Learners’ Reading Comprehension Capability by Employing Nearpod Media

“…Ahmed and Elmubark (2022) conducted a study that demonstrated a significant difference in the mean scores of the pre-test and post-test, and the students participating in the study were delighted with the application of the Nearpod as an interactive media in the reading teaching-learning process. Pupah and Sholihah (2022) performed a study that proved the efficacy of Nearpod media that successfully supported the reading learning process in class for students because of its user-friendliness, and it enabled teachers to monitor students' progress during the teaching process.…”