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Retain: Journal of Research in English Language Teaching
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : 30322839     DOI : https://doi.org/10.26740/rt.v13i02
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics. RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 954 Documents
 92   93   94   95   96 
The Effectiveness of Interactive Presentation Features in Quizizz on Students’ Reading Comprehension of Analytical Exposition Text Nova Nur Solecha
Retain: Journal of Research in English Language Teaching Vol. 14 No. 01 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i01.76650

Abstract

Many students keep facing difficulties in terms of mastering reading comprehension, especially when learning English as a foreign language. Teaching that relies on a single textbook often leaves students feeling bored and disengaged, which can limit their reading development. This study aims to find out whether the use of Quizizz Interactive Presentation feature as learning media can help high school students to improve their reading comprehension performance, particularly reading analytical exposition text. This study used a quantitative approach with quasi-experimental design. The participants were 70 eleventh grade students from a public high school in East Java. The students were divided into two groups. The experimental group used Quizizz Interactive Presentation feature as the learning media, while the control group used a textbook-based learning as they usually do. Both groups were given a pre-test and post-test to measure their reading comprehension. The results showed that students in the experimental group had slightly higher post-test scores compared to the control group. The difference between the two groups was statistically significant, and the effect size was moderate. This research supports the idea that digital tools can make learning more interesting and effective for students, and lead to better performance. However, this study has some limitations, including the short treatment period and using only one school. Future research could explore a longer treatment period, involve in several schools, use other Quizizz features or combine Quizizz with other digital tools to make the teaching and learning activities much more engaging.
The Impact of The Online Learning Media "Blooket" on Senior High School Students' Reading Comprehension Faticha Alvina Maharani Maharani
Retain: Journal of Research in English Language Teaching Vol. 13 No. 03 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i03.70994

Abstract

This research investigates the influence of Blooket, a game-based digital learning tool, on high school students' ability to comprehend narrative texts. A quantitative approach was adopted using a quasi- experimental design involving two distinct groups: the experimental group, which utilized Blooket, and the control group, which followed conventional instruction. A total of 68 eleventh-grade students from SMAS Kartika IV-3 Surabaya participated. Data collection was carried out through pre-tests and post-tests, focusing on five core components of reading comprehension: identifying the main idea, understanding vocabulary, making inferences, locating specific information, and recognizing reference words. The analysis revealed a statistically significant improvement in the experimental group compared to the control group (Sig. < .001), though the practical impact, as indicated by Cohen’s d (0.125), was relatively small. Among the measured aspects, notable progress was observed in identifying main ideas and reference words. These results suggest that Blooket can be an engaging educational resource that supports students’ reading comprehension, particularly when integrated with effective lesson planning.
The Effectiveness of Guessing Games Using Flashcards in Improving Vocabulary Mastery of Elementary School Students Diah Sirrin Nadhirah
Retain: Journal of Research in English Language Teaching Vol. 13 No. 01 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i01.76516

Abstract

This study aims to test the effectiveness of using guessing games with flashcards in improving vocabulary mastery of elementary school students. Vocabulary is an important component in learning English; however, many students still experience difficulties due to low motivation and monotonous teaching methods. Therefore, interactive learning media such as games and visual aids are needed to improve student engagement and learning outcomes. This study used a quantitative approach with a quasi-experimental design. Participants were fifth-grade students of a public elementary school in Surabaya, East Java, who were divided into an experimental class and a control class. The experimental class was taught using guessing games combined with teacher-made flashcards, while the control class was taught using PowerPoint as a learning medium. The sample size in this study was 50 students divided into two classes. Data were collected through a pre-test and post-test and analyzed using a normality test, paired sample t-test, and independent sample t-test with SPSS 26. The results of the calculations from the treatments given showed a significant increase in vocabulary mastery in the experimental class and a significant difference between the post-test scores of the experimental and control classes. In conclusion, guessing games using flashcards are effective in improving vocabulary mastery for early childhood children.
The Effectiveness of “Wizer.me” as Digital Learning Media to Improve Vocational Students’ Reading Comprehension of Narrative Text Ramadhani Aktasan
Retain: Journal of Research in English Language Teaching Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i02.76892

Abstract

This study investigated the effectiveness of Wizer.me as a digital learning medium in improving vocational high school students’ reading comprehension of narrative texts. The study employed a quantitative pre-experimental one-group pretest–posttest design involving 30 eleventh-grade students from the Visual Communication Design (DKV) program at a private vocational high school in Surabaya during the 2025/2026 academic year. A 30-item multiple-choice reading test was developed based on the TOEFL iBT Reading Framework, covering five reading skills: identifying main ideas, vocabulary in context, scanning for details, making inferences, and locating references. Students completed a pre-test, participated in three instructional sessions using interactive Wizer.me worksheets, and then completed a post-test. Data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, and a paired sample t-test. Results showed that the mean score increased from 70.13 (SD = 6.11) in the pre-test to 90.73 (SD = 6.87) in the post-test, indicating a gain of 20.60 points. The normality test indicated that the residuals were normally distributed (p = 0.079), and the paired sample t-test showed a statistically significant improvement (t = -14.663, df = 29, p < 0.001). These findings suggest that Wizer.me is an effective digital learning medium for enhancing vocational students’ reading comprehension of narrative texts

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