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

Emmas Mas Pupah, Umi Sholihah


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.

Full Text:



Afriyeni, Y., Mukhaiyar, & Hamzah. (2013). Improving Students’ Reading Comprehension by Using Intensive Reading Technique at 5th Grade of Elementery School 5 Pekanbaru. Journal English Language Teaching, 1(3), 14–22.

Angraini, W., & Rozimela, Y. (2020). The Implementation Genre-Based Approach in Teaching Reading at Senior High School. 463, 108–112. https://doi.org/10.2991/assehr.k.200819.020

Aprizani, Y. (2016). Improving Reading Comprehension Using Contextual Teaching and Learning (CTL). Studies in English Language and Education, 3(2), 174. https://doi.org/10.24815/siele.v3i2.4964

Audi, D., & Gouia-Zarrad, R. (2013). A New Dimension to Teaching Mathematics Using iPads. Procedia - Social and Behavioral Sciences, 103, 51–54. https://doi.org/10.1016/j.sbspro.2013.10.306

Axelson, B. R. D., & Flick, A. (2011). Defining Student Engagement. Change: The Magazine of Higher Learning, 43(1), 38–43. http://nur655sect2jan12teama.pbworks.com/w/file/fetch/50933853/defining student engagement.pdf

Banna, J., Grace Lin, M.-F., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249–261. http://www.ncbi.nlm.nih.gov/pubmed/27441032%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC4948751

Biggs, J. (2012). What The Student Does: Teaching for Enhanced Learning. Higher Education Research and Development, 31(1), 39–55. https://doi.org/10.1080/07294360.2012.642839

Britt, M., Goon, D., & Timmerman, M. (2015). How to Better Engage Online Students with Online Strategies. College Student Journal, 49(3), 387–399.

Brown, H. D. (2004). Language Testing Book: Principles and Classroom Practice. Longman.

Brown, H. D. (2007). Principles of language learning and teaching. In pearson longman (fifth).

Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. In Routledge (First Edit). Routledge. https://doi.org/10.1016/j.system.2010.06.005

Cents-Boonstra, M., Lichtwarck-Aschoff, A., Lara, M. M., & Denessen, E. (2021). Patterns of motivating teaching behaviour and student engagement: a microanalytic approach. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-021-00543-3

Delacruz, S. (2014). Using Nearpod in elementary guided reading groups. TechTrends, 58(5), 62–69. https://doi.org/10.1007/s11528-014-0787-9

Derewianka, B. (2003). RELC Journal. RELC Journal, 34(2), 133–154. https://doi.org/10.1177/003368820303400202

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Enli, L. (2015). Studies in Literature and Language Implementing Genre-Based Curriculum Cycle in Teaching Writing in Secondary School Settings. 10(101), 47–50. https://doi.org/10.3968/6318

Erdiana, N., Kasim, U., Kasim, U., Juwita, N., & Juwita, N. (2017). QAR Strategy Implementation for Reading Comprehension of Recount Texts. Studies in English Language and Education, 4(2), 247. https://doi.org/10.24815/siele.v4i2.8500

Gani, S. A., Yusuf, Y. Q., & Susiani, R. (2016). Progressive outcomes of collaborative strategic reading to EFL learners. Kasetsart Journal of Social Sciences, 37(3), 144–149. https://doi.org/10.1016/j.kjss.2016.08.004

Grabe, W. (2009). Reading in a second language: Moving from theory to practice (C. C. A. & S. Hunston (eds.); First). Cambridge University Press.

Graves, K. (1999). Designing Language Courses: a Guide for Teachers. In Teacher Source (p. 308).

Habók, A., Magyar, A., & Hui, S. K. F. (2019). The effects of EFL reading comprehension and certain learning-related factors on EFL learners’ reading strategy use. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1616522

Harmer, J. (2007). The Practice of English Language Teaching (fourth ed). Pearson Longman.

Hashim, H., Md. Yunus, M., Amin Embi, M., & Mohamed Ozir, N. A. (2017). Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints. Sains Humanika, 9(1–5). https://doi.org/10.11113/sh.v9n1-5.1175

Huang, Y., & Zhang, L. J. (2019). Does a Process-Genre Approach Help Improve Students ’ Argumentative Writing in English as a Foreign Language ? Findings From an Intervention Study Does a Process-Genre Approach Help Improve Students ’ Argumentative Writing in English as a Foreign Language. Reading & Writing Quarterly, 0(0), 1–26. https://doi.org/10.1080/10573569.2019.1649223

Istiqomah, E. K., Winimurti, Y. A., & Prawestri, R. H. (2018). Acquiring Second Language of Reading Skill Through Genre-Based Approach. 2nd English Language and Literature International Conference, 2, 1–6.

Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 1–12. https://doi.org/10.1016/j.learninstruc.2016.01.002

Kemmis, S., & McTaggart, R. (2014). The action research planner. Springer.

Komariah, E., Ramadhona, P. A. R., & Silviyanti, T. M. (2015). Improving reading comprehension through Reciprocal Teaching Method. Studies in English Language and Education, 2(2), 88. https://doi.org/10.24815/siele.v2i2.2693

Küçükoğlu, H. (2013). Improving Reading Skills Through Effective Reading Strategies. Procedia - Social and Behavioral Sciences, 70, 709–714. https://doi.org/10.1016/j.sbspro.2013.01.113

Kusumaningrum, W. R. (2015). Genre-Based Approach to Promote Learners’ Critical Thinking Skills. Transformatika, 11(2), 96–107.

Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning Journal, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

McClean, S., & Crowe, W. (2017). Making room for interactivity: Using the cloud-based audience response system Nearpod to enhance engagement in lectures. FEMS Microbiology Letters, 364(6), 1–7. https://doi.org/10.1093/femsle/fnx052

Měkota, T., & Marada, M. (2020). The influence of the Nearpod application on learning social geography in a grammar school in Czecha. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10214-3

Meyer, K. A. (2014). Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report, 40(6), 1–114. https://doi.org/10.1002/aehe.20018

Mikulecky, B. S., & Jeffries, L. (2007). Advanced Reading Power. Pearson Longman.

Nasir, C., Sofyan, A. G., & Haqqini, D. (2019). Group investigation technique for better reading comprehension skill. Studies in English Language and Education, 6(2), 251–261. https://doi.org/10.24815/siele.v6i2.13619

Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding Student Behavioral Engagement: Importance of Student Interaction with Peers and teachers. The Journal of Educational Research, 111(2), 163–174. https://doi.org/10.1080/00220671.2016.1220359

Ningsih, D. W. (2015). Journal English Language Teaching (ELT) Volume 1 Nomor 1, Maret 2015. 1, 1–7.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge University Press.

Putrawangsa, S., & Hasanah, U. (2018). Integrasi Teknologi Digital Dalam Pembelajaran Di Era Industri 4.0. Jurnal Tatsqif, 16(1), 42–54. https://doi.org/10.20414/jtq.v16i1.203

Quin, D. (2017). Longitudinal and Contextual Associations Between Teacher-Student Relationships and Student Engagement: A Systematic Review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434

Sahardin, R., Mukarramah, M., & Hanafiah, A. (2015). A study on improving students’ reading comprehension using the Numbered Heads Together Technique. Studies in English Language and Education, 2(2), 136. https://doi.org/10.24815/siele.v2i2.2696

Samad, I. A., Jannah, M., & Fitriani, S. S. (2017). EFL Students’ Strategies Dealing with Common Difficulties in TOEFL Reading Comprehension Section. International Journal of Language Education, 1(1), 29–36. https://doi.org/10.26858/ijole.v1i1.2869

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

Sari, D. F., Fitriani, S. S., & Emafetery, S. (2019). The Strategy of Two Stay Two Stray to Improve EFL Students’ Reading Skill. Studies in English Language and Education, 6(1), 171–184. https://doi.org/10.24815/siele.v6i1.13057

Shehata, N., Mitry, C., Shawki, M., & El-Helaly, M. (2020). Incorporating Nearpod in undergraduate financial accounting classes in Egypt. Accounting Education, 29(2), 137–152. https://doi.org/10.1080/09639284.2019.1704806

Sritrakarn, N. (2020). Using the SFL Genre-Based Approach to Improve Thai Learners ’ Writing of an Explanation. Curriculum Development and Evaluation, 14(1), 56–77.

Tam, S., & Ho, S. (2017). Exploring the Use of Nearpod in the Junior Secondary Reading Classrooms. Journal of Action Research, 5–19.

Teele, S. (2004). Overcoming Barricades to Reading: A Multiple Intelligences Approach. Corwin Press.

Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging Students: The Role of Teacher Beliefs and Interpersonal Teacher Behavior in Fostering Student Engagement in Vocational Education. Teaching and Teacher Education, 37, 21–32. https://doi.org/10.1016/j.tate.2013.08.005

Varita, D. (2017). Improving Reading Comprehension through Literature Circles. English Education Journal, 8(2), 234–244.

Yusuf, Q., & Fauzan. (2016). EFL Students’ Difficulties in Comprehending English Reading Texts. Proceedings of the 1 English Education International Conference (EEIC), 510–514.

DOI: http://dx.doi.org/10.22373/ej.v9i2.10400


  • There are currently no refbacks.

This journal has been viewedtimes.
View full page view stats report here.

All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: