Rationale
In the 21st century, education faces a mix of challenges and opportunities, requiring motivating and supportive environments for modern learners These learners, deeply connected to digital life, integrate the internet, social media, and multimedia into their daily activities, including academic pursuits.
Teaching reading in English is crucial across all education levels, necessitating adequate resources and innovative teaching methods Integrating online media and game-based applications can enhance students' engagement and familiarity with online learning environments, fostering a more relaxed learning atmosphere The primary goal of reading instruction is to cultivate reading skills through diverse media, including books and interactive applications, to prepare students for a world where much educational content is in English.
Games leverage rewards, fun, and competition to cultivate creativity, problem-solving, teamwork, and various skills, making them increasingly relevant in education The integration of games as a complement to traditional lectures has been ongoing for decades to enhance learning Fueled by the accessibility of interactive technologies, games are now being adopted in science instruction and higher education to promote collaborative learning, exploration, and discovery Recognizing that modern learners are deeply engaged with technology, digital games are rapidly evolving as a vital platform for education.
Kahoot! is a game-based learning platform that enhances the learning process more effectively than traditional methods, making it easy to create, share, and play learning games or trivia quizzes Learners have reported that they grasp the intended material effectively through gameplay This paper explores the potential of Kahoot! as a learning platform for teaching English reading skills, examining its utility and enjoyment factor for both educators and modern learners in classroom and homework settings.
In English foreign language teaching, reading is crucial for assessing a learner's linguistic competence Students often struggle with reading efficiently, even when answering comprehension questions correctly Teachers face difficulties in enhancing reading efficiency in classes, leading to students' failure to comprehend textbooks properly It is important to address the problems in current reading learning methods and propose solutions for teaching reading efficiently.
To enhance English reading skills among grade 11 students at Dong Son 2 High School, a study was conducted on the effectiveness of the Kahoot application, aiming to provide valuable assistance in improving their reading comprehension The research, titled "The use of Kahoot application in improving reading comprehension skill for grade 11 Dong Son 2 high school," seeks to positively impact students' English reading abilities.
Aims of the study
This study is aimed at investigating the effectiveness of Kahoot application in reading comprehension The specific aims of the research are as follows:
- To investigate the teachers’ and students’ attitudes towards reading comprehension skills
- To investigate student’s difficulties in reading comprehension
- To find out the effective ways of using Kahoot application to improve reading comprehension for 11 th grade at Dong Son 2 High School
- To suggest Kahoot app to improve the reading comprehension skill for grade 11 at Dong Son 2 high school.
Research questions
In order to achieve the above-mentioned objectives, the following research questions guide the study:
• What are student’s difficulties in reading comprehension?
• How are Kahoot app used in reading classes at Dong Son 2 High
• What are the effective ways to enhance reading skills by Kahoot app?
Scope of the study
This study investigates the use of the Kahoot app to improve reading skills among grade 11 students at Dong Son 2 High School, focusing on the current teaching and learning situation, applying Kahoot in reading instruction, and providing suggestions for enhancing reading skills through the app.
Method of the study
To comprehensively investigate English reading instruction and learning at Dong Son High School, this study employs a mixed-methods approach, integrating both qualitative and quantitative data gathered from questionnaires administered to English teachers and students.
Classroom observations, coupled with pre- and post-tests, were conducted in a grade 11 classroom at Dong Son 2 High School to evaluate the effectiveness of Kahoot! in enhancing reading comprehension skills, comparing student activities with established theoretical frameworks.
Design of the study
The study comprises of three parts:
Part A: the introduction consists of literature review, aims, scope, methods and the design of the study, and survey questionnaires
Part B: The development has three chapters: The first chapter is THEORETICAL BACKGROUND which provides readers the overall view of reading skill and dictation technique
Chapter 2, "Research Methodology," details the analytical methods used, including survey questionnaires distributed to students, evaluations, and interviews, to gather essential data and discuss key findings.
The third chapter is “ DATA COLLECTIONS AND ANALYSIS”- focuses on suggested applicable techniques to apply the Kahoot app in students’ reading comprehension
Part C is the conclusion which summarized all the presented information.
LITERATURE REVIEW
Concept of Reading
Reading is crucial for language acquisition, as increased reading leads to better understanding Reading comprehension is a complex skill that develops gradually, requiring students to utilize various abilities to grasp meaning from texts Successful comprehension involves discovering information, solving problems, and understanding ideas presented in reading materials.
Reading is the process of constructing meaning from written texts, a complex skill requiring the coordination of interrelated sources of information (Cervetti et al., 2015) The RAND Reading Study Group (2012) defined reading as the process of extracting and constructing meaning through interaction and involvement with written language, reflecting renewed focus on texts and contexts.
Reading, as defined by Anderson et al (2016), is the process of constructing meaning from written texts, requiring the integration of various information sources Many educators and test developers consider reading to be composed of distinct skills and components (Liu, 2010) These components provide valuable frameworks for designing courses, teaching strategies, and test development.
Reading is a foundational language skill intertwined with writing, speaking, and listening It enhances comprehension and vocabulary, particularly in societies that value literacy Like other skills, reading can be an enjoyable activity.
Reading is crucial for updating knowledge and academic success It serves as a vital tool in language learning, offering information and enjoyment Reading expands one's understanding of language and foreign cultures.
Reading instruction, as outlined by Harmer and Marzban (2007), should prioritize frequent and extensive reading to engage students Encouraging personal responses to content, rather than solely focusing on structure, enhances engagement Prediction plays a crucial role in reading comprehension, while teachers should carefully align tasks with the text's topic for intensive reading Effective teaching also means fully exploiting reading texts to maximize their pedagogical potential.
The 'top ten' principles, According to Williams, (2013) are:
1) In the absence of interesting texts, very little is possible
Interest is vital for increasing motivation, which significantly develops reading speed and fluency Discover learner interests by asking about their reading preferences in their native language, observing their choices, and consulting librarians or bookstores To gauge the interest level of current texts, have learners rate them as 'interesting', 'all right', or 'boring', and be open to unexpected feedback.
Learners should primarily engage in reading texts during a reading lesson, as reading is the core activity While other activities like listening, comprehension questions, and discussions have value, they should not overshadow the central act of reading In a 'reading only' lesson, the main focus must remain on learners reading to improve their reading skills, because learners learn to read by reading.
3) Growth in language ability is an essential part of the development of reading ability
The focus on teaching skills and strategies is a positive shift, but it's crucial to remember that these are most effective when learners also expand their vocabulary and recognize common sentence and rhetorical patterns in texts.
4) Classroom procedure should reflect the purposeful, task-based, interactive nature of real reading
A psycholinguistic model emphasizes the reader's active role in reconstructing the author's message through an internal dialogue Efficient reading is interactive, mirroring audible conversation, and can be fostered in the classroom through pair and group work that encourages text discussion This purposeful interactivity replicates the characteristics of an efficient, individual reader, promoting the use of what has been read, such as completing a diagrammatic representation of the text.
5) Teachers must learn to be quiet: all too often, teachers interfere with and so impede their learners' reading development by being too dominant and by talking too much
Although it can and should be fostered by collaborative groupwork, in the final analysis reading is an individual skill, like swimming or playing the piano
Practicing under guidance with encouragement and clear goals is essential Teachers may struggle to shift from a central role to learning-managers Assisting learners, observing their progress, and witnessing their enjoyment of understanding a text brings great satisfaction.
6) Exercise-types should, as far as possible, approximate to cognitive reality
To effectively teach reading, we must first understand and identify the strategies, skills, and objectives employed by efficient readers during authentic reading experiences The ultimate goal is to enable learners to acquire these essential components, thereby enhancing their reading efficiency and comprehension This approach shifts the focus from traditional classroom methods to real-world reading applications, ensuring that learners develop practical and effective reading skills.
Investigations into the reading process, utilizing self-reporting and think-aloud protocols, are shedding light on effective reading strategies This growing understanding of cognitive processes during reading should inform the development of more effective reading exercises.
7) A learner will not become a proficient reader simply by attending a reading course or Working through a reading textbook
To maximize learning, balance each hour of intensive reading with at least an hour of extensive reading, utilizing resources like graded readers The key to effective extensive reading lies in enjoyment, making the specific content less critical Graded reader systems are particularly effective in encouraging and facilitating extensive reading habits.
8) A reader contributes meaning to a text
Reading involves both extracting information and contributing personal attitudes and knowledge, a characteristic that should be encouraged in EFL reading instruction This can be achieved through questions and tasks that prompt readers to combine their own understanding with the text's content.
9) Progress in reading requires learners to use their ears, as well as their eyes
Reading Comprehension
Reading comprehension is a multifaceted skill involving both lower-level processes like word recognition and higher-level processes such as syntactic and semantic analysis Effective comprehension requires familiarity with text structure, topic, reading strategies, and the ability to apply these strategies while processing material.
Reading comprehension can be defined as the ability to understand a text, to analyze the information, and to interpret correctlywhat the writer is stating
―No one process defines reading comprehension by itself, but together they provide a fairly accurate account of the processes required for fluent reading.‖ (Stoller et.al., 2002:17)
Variables influencing reading comprehension include text type, context, background knowledge, reading strategies, purpose, text length, and vocabulary treatment Traditional text difficulty assessment focuses on grammatical simplicity and vocabulary familiarity, but research indicates these factors don't significantly impact comprehension Effective comprehension considers interaction with the text's message, not just grammar and vocabulary recognition.
Reading Ability
Ability, in the context of job performance, is defined as the capacity of individuals to perform various tasks, representing the potential or talent to do something specific.
Reading is a process of understanding written language (Rumelhart,
Reading is a process that begins with perceiving the linguistic surface and culminates in understanding the writer's intended message (1985) It encompasses both perceptual and cognitive processes, combining how we see words and how we interpret their meaning.
Reading ability is a crucial communication skill that enables readers to acquire knowledge and information from writers Brown (2001) emphasizes that reading ability is best developed in conjunction with writing, listening, and speaking activities, highlighting the interconnectedness of these skills Capitalizing on the relationship between reading and writing is particularly effective for achieving optimal results in reading-focused courses.
According to Gillet and Temple (1990:134 – 137) level of reading ability: a The Independent Level
Students at this level demonstrate effortless reading with excellent comprehension, characterized by rapid silent reading and near-automatic word recognition, aligning with fluency benchmarks and minimizing the need for word analysis, while oral reading remains fluent with occasional deviations that do not impede understanding.
At the instructional level, students are challenged and benefit from guidance, demonstrating good comprehension but requiring assistance with certain concepts Silent reading is relatively fast, with most words recognized on sight, though some word analysis is needed Oral reading is generally smooth and accurate, with deviations that preserve meaning, indicating a comfortable yet challenging learning stage.
When reading material is too difficult, comprehension suffers significantly, with major ideas missed or misunderstood, hindering both oral and silent reading fluency Frequent stops to analyze unfamiliar words disrupt the reading process, leading to frustration and failure, making this level unsuitable for effective instruction.
The listening level assesses a student's capacity for reading development, often exceeding their current reading proficiency It indicates the potential for reading improvement by measuring comprehension of text read aloud, surpassing what they can read independently This level serves as a benchmark, suggesting the extent to which their reading skills can advance.
Kahoot application
Kahoot is a student response system that encourages student to participate and keeps them involved because of its game-based platform (Dellos,
Kahoot! enhances student engagement by integrating game-based learning with a student response system, effectively merging education and entertainment.
Kahoot enables educators to design interactive online quizzes accessible to students via their smartphones, tablets, or computers Teachers can create customized quizzes aligned with their curriculum and share platform links with students, who can then participate using their personal devices.
Kahoot's engaging features, including point systems, sound effects, and motivational music, enhance student participation and create a fun learning environment The platform's audio and music contribute to a positive learning experience, further encouraging active involvement.
Kahoot! is a game-based learning platform that simplifies the creation, sharing, and playing of learning games or trivia quizzes, making it easy for educators and learners to use, as noted by Grace Nathana et al (2018) It offers apparent advantages for educators in classrooms, offices, and living rooms.
- Free There is no cost for creating, playing and sharing Kahoot!
- The application easily fits to a wide range of learning environments
- It presents a fun and challenging way to engage modern learners into learning;
Kahoot! is a versatile tool that facilitates quizzes, discussions, and surveys, making it suitable for both individual and team-based gameplay As a game-based classroom response system, Kahoot! engages the entire class in real-time through multiple-choice questions displayed on a screen, which students answer using their smartphones, tablets, or computers.
Kahoot is a free, game-based learning platform with quizzes on various topics, fostering a fun, social, and competitive environment for learners of all ages Its fast pace and instant feedback keep students engaged, encouraging them to both play and create their own Kahoots While the multiple-choice format may emphasize memorization, creating Kahoots promotes higher-order learning skills.
Kahoot is a game-based classroom response system played in real-time, fostering active student participation through quizzes, discussions, or surveys administered via multiple-choice questions Students answer using their smartphones, tablets, or computers, creating an engaging and interactive learning environment It also provides students with the opportunity to retain their most desirable personal choice of participation.
From these definitions, it can be concluded that, using Kahoot in English reading comprehension classes, will help grade 11 students at Dong Son 2 high school improve their reading skills
4.2 Basic Features of Kahoot Application
Kahoot! is a popular game-based learning platform used globally to make learning fun and engaging for various groups, including students, teachers, businesses, families, and friends, by enabling them to discover, create, play, and share learning games.
Kahoot! is versatile for any subject and age group, requiring no student accounts, and is adaptable for in-class, distance, or blended learning, making it a favorite among millions of teachers.
▶ Review content at class and home
▶ Engage students via distance learning
▶ Break the ice and reward the class
▶ Engage colleagues with professional development
4.3 The Implementing of Kahoot Application
Technology enhances foreign language education by improving the quality and experience of teaching and learning Integrating technology, like Kahoot, requires careful planning to ensure meaningful learning and authentic class participation, boosting student motivation and scores Kahoot, with its picture uploads and multiple-choice questions, can develop reading skills in a fun and engaging way, increasing student interest in the learning process.
To enhance reading comprehension, especially, integrated learning using Kahoot! can help students grasp textual ideas effectively Implementing Kahoot! in the classroom involves understanding how to create and utilize it for educational purposes.
Here are the simple steps of creating and using Kahoot! in the classroom(Kahoot! Team, 2016):
1 Open Kahoot! website: kahoot.com and sign up to get an account
2 Log in to create.kahoot.it
After logging in, users can select from Quiz, Jumble, Discussion, or Survey to create engaging learning games using multiple-choice questions Quiz is popular for its timed responses and points system, fostering competition Survey mirrors the Quiz format but omits points Discussion, like Survey, poses a single question to spark debates Jumble challenges participants to sequence answers correctly.
3 Add a description, tags and cover image
Adding a good description helps to define learning objectives for the game and keep it focused
4 Create the learning game by adding questions, answers and imagery Follow the instructions on-screen to add questions, answers, images and video clips It is also very flexible for educators to adjust the Kahoot! using different timer and points settings or setting multiple correct answers
5 Launch the game so participants can join
After the game setup, initiate gameplay by selecting either Classic mode for individual play or Team Mode for team-based competition Participants join by navigating to kahoot.it, entering the unique Game PIN displayed on the screen, and choosing a nickname.
Click “Start” once all the participants’ nicknames are visible on the waiting screen
In 2017, Kahoot! introduced the "challenge" feature, enabling educators to assign Kahoot! quizzes as homework This allows students to complete the quizzes independently on their phones, effectively using Kahoot! as a homework tool.
Here are the necessary steps of using Kahoot! as homework (Latham, 2017):
1 Open the Kahoot! quiz intended for the homework
2 Click on the Challenge button and follow the instructions to set up a challenge.Choose when the challenge should end
3 Copy the challenge link, and share it with the participants via email, textmessages, etc or share the PIN of the challenge
RESEARCH METHODOLOGY
Research setting
1.1 Description of the students at Dong Son 2 High School
Dong Son 2 High School has 277 grade 11 students from similar backgrounds, all hailing from local villages and towns.
Students' English proficiency is notably low despite five years of study, stemming from a lack of focus, poor receptive language skills, and restrictive teaching methods While students possess basic grammar and vocabulary, all language skills are underdeveloped due to insufficient practice Socio-economic factors, such as coming from farming families with poor living conditions, further impede their learning, as students balance school with family responsibilities Parental involvement is minimal, with many parents unaware of their children's English studies.
In many high schools, a lack of immersive environments hinders English language acquisition, as English is rarely used outside the classroom While teachers and proficient students dominate English lessons, others are reluctant to participate due to a lack of motivation, fear of making mistakes, and concerns about grades Consequently, students have limited opportunities to practice and speak English, leading to suboptimal language proficiency.
1.2 Description the teachers at Dong Son 2 High School
Dong Son 2 High School consists of 5 teacher of English
Vietnamese female teachers, aged 31 to 43, with 6 to 16 years of experience, seek professional development opportunities to enhance their English teaching skills and broaden their English knowledge, despite limited resources in rural areas These dedicated teachers are eager to learn advanced techniques, collaborate with other educators, and support their students' learning challenges, demonstrating a strong commitment to their profession.
Method of data collection
The researcher conducted the research on a group of 120 students in grades 11A3, 11A4, 11A6 and 11A7, in which class 11A7 is the specialized class of the school
During the study, the researcher is divided into 2 stages:
- Stage 1: from 1/3/2021 to 31/3/2021, the researcher conducted research and observed reading comprehension lessons in classes without using Kahoot app
- Stage 2: from 1/4/2021 to 24/4/2021, The researcher conducted an experiment using Kahoot app in the reading comprehension class
To assess the impact of Kahoot on reading comprehension, a survey will be conducted among grade 11 students and teachers at Dong Son 2 High School, aiming to evaluate its effectiveness in enhancing students' reading comprehension skills.
A questionnaire was administered to students to gather their responses both before and after reading skills instruction using the Kahoot application This survey was conducted at the conclusion of the study to assess the impact of Kahoot on their reading comprehension.
Questionnaires offer several advantages in research They ensure confidentiality and anonymity for respondents, facilitate surveying a large sample size efficiently, and allow participants to answer at their convenience In a study, two sets of questionnaires were utilized: one for teachers (15 questions) and another for students (13 questions), incorporating both close-ended and open-ended questions.
The teacher questionnaire, comprising two sections with 10 questions, gathers personal information including gender, age, and teaching experience, alongside insights into training courses and Kahoot app usage It explores the frequency of Kahoot app application in the classroom and the major benefits teachers perceive, such as enhanced enjoyment, increased confidence in reading, and improved knowledge acquisition for students.
The student questionnaires are divided into two sections: the first gathers demographic data such as gender, age, and English learning duration, while the second explores the frequency of English reading and the perceived benefits of using the Kahoot app to enhance reading skills.
Classroom observations provide valuable real-world insights, enhancing the reliability and validity of research data through triangulation.
During a study involving observations of five reading skills lessons taught by different teachers, the researcher utilized observation sheets to assess the degree of student engagement and the duration of their interaction during teacher-led activities.
Observation sheet is designed with the following table:
1 Classroom learning atmosphere Boring 1 2 3 4 5 Exciting
3 Student’s attention level in reading activities
4 Student’s attitudes towards reading activities
5 Teacher’s teaching technique and reading activities
6 Interaction between teacher and students
During the observation process, the researcher meticulously reviewed the content in the left column and marked the corresponding level of agreement or relevance in the right column, utilizing observation sheets tailored to each lesson with varying question formats.
To assess the effectiveness of the Kahoot application, a reading comprehension test was administered to grade 11 students at Dong Son 2 high school at the end of each stage of the study Subsequently, the researcher compared the test results to determine whether Kahoot improved the students' reading comprehension skills.
Finding and data analysis
This section presents an analysis of data collected from survey questionnaires administered to 120 students and 4 English teachers at Dong Son 2 High School, focusing on key findings from both student and teacher responses.
Question 1 is designed to discover student’s attitude towards reading skills The specific questions and student’s responses are shown in the figure 1 below:
Figure 1: Student's attitudes towards reading skills
Being asked about the importance of English reading skills, 98 students admitted that reading skill is very important to them, which takes 81.67% while
19 out the 120 respondents (15.83%) stated it was rather important and 2.5% of
0% very little rather not at all the correspondents mentioned reading was little important skill Besides, all the interviews emphasized the importance of English reading skill
S1: “ Good reading English is very important If I reading well, I can get good marks in exams.”
S2: “ I have the same ideas, and I want to be read English books”
S3: “ Yes, it’s good for my future job”
S4: “ I think so, and I want to become an English teacher So, good reading English is very important.”
S5: “ I want to go abroad to study”
The result from the questionnaires and informal interview showed that generally the students were aware of the reading in learning a foreign language
To order to find out students’ interest in reading English in class, question
Figure 2: Student's interest in reading Englsh in class
Question 2 deals with student’s interest in reading English 19.22% students said that they ể very interested in reading English in class 34.23% are interested while 39.23% don’t mind reading English and 7.41% are not interested in it In short, most of students (97.52%) realizes the importance of reading skill in EFL acquisition process However, nearly a half is not interested in reading skill
7.41% very little rather not at all
Question 3 is to find out the frequency of difficulties faced by the students when learning reading comprehension The results are shown on figure 4 below:
Figure 3: Students' dificulties in reading English
Figure 3 illustrates that many students struggle with new vocabulary and grammatical structures, with 29.16% often facing difficulties with new words and 33.33% sometimes struggling with grammatical structures In contrast, only 20% of students found the text's topic challenging Additionally, 12.50% of students reported that the reading comprehension exercises were often difficult, while a small percentage (4.20%) attributed difficulties to factors such as a lack of teaching experience and ineffective teaching techniques.
Figure 4: Students' opinion about reading text in the textbook
A Interesting and suitable to your level
B Boring and not suitable to your level
C Interesting but not suitable to your level
D Boring but suitable to your level
Question 4 focus on the students’ opinion about reading texts in the textbook Only small number of students 16.67% (20 students) agreed that texts in the textbook were interesting and suitable 35 students ( 29.17%) claimed that the current reading material was boring and not suitable to your level 65 students ( 54.16%) thought that the textbook was interesting and not suitable to the students’ level From figure 4, we can see that teachers have to adjust the content of the reading material to meet the demand of learners
Question 5: Students' results after the test of reading comprehension skills
Figure 5: Students' results after the test of reading comprehension skill on stage 1
The reading comprehension test results for 11th graders at Dong Son 2 High School indicate an average skill level, with only 8.33% scoring above 8 points A further 20.83% achieved good scores (6-8 points), while the majority scored between 3 and 6 points, and some students still received weak marks (below 3 points).
When being asked about the benefits of using Kahoot app in reading lessons The researcher obtained results as in the table follow:
Very good Good Average Weak
Very good point ≤ 8 Good 6 ≤ point > 8 Average 3 ≤ point > 6 Weak point < 3
Table 1: Student’s opinion towards benefit of using Kahoot app in reading
Before using Kahoot app, what do you think of using Kahoot app in reading classes for?
C For both relaxing and teaching 100 83.33
A significant majority (83.33%) of respondents believe the Kahoot app serves a dual purpose in education, facilitating both teaching and relaxation, while a smaller fraction (16.67%) perceives it as solely a tool for relaxation.
Question 7 investigates students’ willingness towards using Kahoot app in reading classes and results obtained as follow:
Figure 6: Student's opinion using Kahoot app in reading lessons
A significant majority (83.33%) of students expressed a strong willingness to engage with the Kahoot app, making it a potentially advantageous tool for reading classes due to this high level of student interest Only a small percentage (16.67%) showed less enthusiasm.
Question 8 helped the researcher know about the benefits of using Kahoot app in reading skills and results were as follows:
Table 2: Benefits of using Kahoot app in reading classes
What do you thinks about the benefit of using
Kahoot app makes reading lessons more enjoyable and more fun 120 100
Kahoot app helps students to learn lesson better 30 25
Kahoot app allows students to use information technology in English classes 50 41.67
Kahoot app helps students practice quick reflexes with questions simultaneously compete with peers while studying
Kahoot app helps students to make and sustain the effort of learning 50 41.67
This application makes students more enthusiastic learning what else during this technology, and students are not bored and more active
A survey of students revealed unanimous agreement that the Kahoot app enhances the enjoyment of reading lessons Specifically, 100 out of 120 students reported increased enthusiasm and engagement with the material due to the app's interactive features, which effectively combats boredom and promotes active participation.
Especially, most of the informants (41.67%) approved that they can apply information technology in studying and it helps them to make and sustain the effort of learning
Kahoot! fosters quick reflexes through competitive quizzes, as noted by 66.67% of respondents, while 25% find it enhances lesson comprehension.
These positive results revealed that Kahoot app is a great help to students improve reading skills in learning English
Question 9: Students' results after the test of reading comprehension skills
Figure 7: Students' results after the test of reading comprehension skill on stage 2
After phase 2, applying Kahoot significantly improved students' reading comprehension, with 10% achieving excellent results A notable increase of 66.67% of students scored well, while the number of average scores decreased to 25% Only 0.83% of students showed weak performance.
Eighty percent of English teachers enjoy teaching reading comprehension, presenting a promising opportunity to further develop students' reading skills in high school While a small percentage expressed disinterest, the overall enthusiasm suggests a favorable environment for enhancing reading proficiency.
Very good Good Average Weak
Very good point ≤ 8 Good 6 ≤ point > 8 Average 3 ≤ point > 6 Weak point < 3
Figure 8: How much the teachers enjoys teaching reading comprehension skill
Question 11 helped the researcher know about the teacher’s opinion toward reading skills and the results were as follows:
Figure 9: Teacher's opinion toward reading skill
A majority of teachers recognize the importance of reading for English language learners, with 60% emphasizing that reading is very important because it helps students achieve better grades and build a foundation for other English skills, while an additional 33.33% acknowledge reading skills as important for students' overall learning.
Question 12 is to find out the teacher’s techniques to improve reading skills for students The data collected is presented in the table 3:
To know about the frequency of using Kahoot app reading lessons, the researcher gave a question and obtained the results as in the figure below:
Figure 10: The frequency of using Kahoot app in reading lessons
Teachers integrate Kahoot! into reading lessons, with 80% using it sometimes due to student demand and its organizational benefits An additional 20% reported frequent use, citing Kahoot!'s ability to enhance enjoyment and increase reading opportunities for students.
To investigate the benefit of using Kahoot app, the researcher gave a question and obtained the results as in the table below:
Table 3: Benefits of using Kahoot app
Question Teacher’s opinion Number of respondents
13 A It can create the students reading time 5
C It creates exciting atmosphere as it lend itself to
D Students can learn from each other 5
E Kahoot app make reading lessons more enjoyable 5
F Kahoot app makes reading lesson less challenging and difficult 5
G Kahoot app helps students practice quick reflexes with questions simultaneously compete with peers while studying
H Kahoot app makes students more enthusiastic learning what else during this technology, and students are not bored and more active
Kahoot! offers numerous benefits, enhancing students' reading time, independence, and cooperation The app fosters an exciting atmosphere, making reading lessons more enjoyable and less challenging Students become more enthusiastic and active learners, benefiting from the technology-driven approach.
Teachers recognize the Kahoot app's potential to boost student success, but the key lies in effectively utilizing its features to enhance learning outcomes.
In order to find out the teachers’ using Kahoot app in their current reading classes The data collected is presented in the table below:
Table 4: The teachers’ using Kahoot app in their current reading classes
Question Opinions Number of respondents
14 A Totally follow the task in the text book 3 60
B Design the task in your own ways 5 100
C Collaborate with other colleges to outline a common teaching plan 0 0
17 A Teacher should exploit the questions that suit students’ level 4 80
B Teacher should explain students what to do in clear and an easy to understand language 3 60
C Teacher should exploit a variety form questions in different reading classes 2 40
D Teacher should demonstrate what to do students 5 100