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SKRIPSI THE EFFECTIVENESS OF FLIPPITY WEB TO IMPROVE NARRATIVE TEXT READING COMPREHENSION OF JUNIOR HIGH SCHOOL STUDENTS IN MAGELANG

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Reading comprehension is important to master in learning English. However, ninth-grade students at SMPN 4 Kota Magelang still have difficulty understanding narrative texts. They have low reading comprehension, limited vocabulary, and low interest in reading because teachers often use textbooks and PowerPoint as reading media. Therefore, a more interactive and engaging learning approach is needed to address these problems. Game-Based Learning (GBL) is one approach that can make learning more enjoyable and meaningful for students. The main focus of this study was to examine the effectiveness of Flippity compared with PowerPoint in teaching narrative text reading comprehension. The study also aimed to determine whether there was a significant difference in students’ reading comprehension between those taught using Flippity and those taught using PowerPoint. The writer wanted to know whether game-based learning media could help students understand narrative texts better or not. This study was expected to provide insights for English teachers to choose appropriate learning media. The findings were also expected to contribute to the development of engaging reading comprehension in junior high schools. This study used a quantitative approach with a quasi-experimental design. The participants were 64 ninth-grade students divided into two groups, the experimental and control groups. The experimental group was taught using Flippity, while the control group was taught using PowerPoint. Data were collected through pre-test and post-test reading comprehension tests consisting of 25 multiple-choice questions. The data were then analyzed using SPSS version 27, including a normality test, homogeneity test, Mann-Whitney U test, and N-Gain analysis to measure improvement. The findings showed that there is no significant difference in students’ reading comprehension between the two groups. The Mann-Whitney U test result showed a significance value of 0.882, which is greater than 0.05. It means that the null hypothesis was accepted and the alternative hypothesis was rejected. The N-Gain analysis showed that the experimental group had an average score of 0.3872, while the control group had -0.4489. The writer found that several factors influenced these results, including the short treatment duration, class time reduction, and differences in students’ initial abilities. These findings are consistent with previous research by Alluhaybi (2026) and Garguilo (2025), which also found that instructional format alone may not be sufficient to produce measurable short-term gains in reading comprehension. In conclusion, the use of Fippity was not proven to be more effective than PowerPoint in improving students’ narrative text reading comprehension. The writer suggests that future researchers must extend the treatment duration to allow students more time to adapt to the game-based media. It is also recommended to conduct the research during normal school hours. Future studies could also compare Flippity with other game-based learning platforms such as Baamboozle, Wordwall, or Quizizz. Teachers must use Flippity as a supplementary activity or use it at least 6-12 sessions per semester. Finally, future researchers must consider standardizing students’ initial abilities to ensure more accurate comparison results.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS NAS T 2025

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XVI;143 HLM;29 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

Lampiran Berkas

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