Allah the Exalted who blessed me to complete this thesis and the Prophet Muhammad SAW as our model, my beloved parents Bambang Hermanto and Eka Narti, my brother Ebi Nardianto and my sister Elti Bintari. Due to students' interest in technological things, implementing the online tool using Kahoot can be an alternative way to increase students' achievement in reading comprehension. The aims of this study were to find out (1) whether or not there was any significant improvement in the reading ability of Informatics Engineering students using Kahoot, and (2) whether or not there was any significant difference in the reading ability of Engineering students. Informatics at Sekayu Polytechnic among those who were taught and those who were not.
This study used a quasi-experimental design that included 50 computer science students at Sekayu Polytechnic as a sample selected using purposive sampling. A reading test was used as a data collection technique, while paired sample t-test and independent sample t-test were used for data analysis. The results showed that Kahoot significantly improved students' reading skills, especially in vocabulary, reasoning, fact and opinion, referencing, finding details, and main idea.
Furthermore, there were also significant differences between students who learned using Kahoot and those who did not. It also provided collaborative and collaborative learning that encourages students to be motivated, enthusiastic and competitive in learning.
INTRODUCTIONINTRODUCTION
Background of the Study
In line Bharuthram (2012) states that university students are expected to have a good understanding of what they read in order to analyze, evaluate, synthesize and critique information from different sources. In general, reading skill is followed by new word knowledge incidentally through reading comprehension-focused skill. Furthermore, based on the observation made by the writer during the TOEFL pre-test in the 2020/2021 academic year for the students of the Computer Engineering study program at Sekayu Polytechnic, the results show that their average reading comprehension score is at 38.1 or about 57%. .
On the other hand, it was low level and still far from the standardized score at 67. According to Kapuler (2015), Kahoot is one of the top 100 new applications to use in the classroom and it is in number 36 on the list of applications that related to educational trends. First, Wibisono (2020) proved that Kahoot had a positive impact on the effectiveness of reading instruction to the tenth grade students.
Fourth, Manurung (2021) confirmed that Kahoot had a positive effect on vocabulary teaching, which affected students' English proficiency. Based on the above reason, the writer was interested in conducting research using Kahoot in teaching reading skills at Sekayu Polytechnic to computer science students.
Problems of the Study .1 Limitation of the Problem
- Formulation of the Problems
Second, Ratnasari, Nurhidayat, and Fakhrudin (2018) confirmed that Kahoot had a positive effect on improving students' reading performance. Third, Wang (2015) found that Kahoot became the alternative media that could stimulate students' motivation in teaching reading comprehension. Ultimately, Kahoot will bring a new atmosphere for creative media and tools for teaching and learning.
Therefore, this study was entitled “The influence of Kahoot on the reading skills of computer science engineering students at Politeknik Sekayu”. Was there a significant improvement in the reading skills of Computer Science Engineering students at Politeknik Sekayu by using Kahoot? Was there a significant difference in reading skills of Computer Science Engineering students at Politeknik Sekayu between those who were taught using Kahoot and those who were not?
Objectives of this study
Significances of the Study
A literature review on technology integration in English language learning and teaching. The TOEFL test score for the reading comprehension section becomes the writer's assumption about the students' general ability to read in English, since they are ESP students who have not specifically addressed the subject of reading. One of the technological innovations that can be used in this study to improve students' knowledge.
Problem formulation The problems of this study were formulated in the following questions: Were there any important. Kahoot as Quiz (Source: . https://kahoot.it/user-reports/live-game) User responses are displayed on their personal device and on the teacher's screen. Kahoot as a survey (Source: . https://kahoot.it/user-reports/live-game/) Scoreboard/Evaluation In each question, student responses appeared as a scoreboard and student ranking.
As stated by Brown (2004, pp. 187-188) also stated that “Readers, in microskills, must have skills when dealing with graphemic and orthographic patterns and linguistic cues. Therefore, the existence of technology can be denied in the interactive learning process. The description of Kahoot application in teaching is illustrated in Figure 8. Fifthly, a study conducted by Hidayati (2020) titled "The Effect of Kahoot Game in Teaching English Learning on Students' Part of Speaking Proficiency in Eleventh Grade in SMAN1 Pamekasan" .
According to Straub, Boudreau et al. 2004), that content validity is defined as "the extent to which items in an instrument reflect the content universe to which the instrument will be generalized". Descriptive Analysis of Experimental Group Based on students' reading performance, the minimum score of the pre-test score was 47 and the maximum score was 80. Meanwhile, the minimum score of the post-test score was 57 and the maximum score was 90.
The pre-test and post-test results of the experimental group's score distribution are shown in Table 10 below. The pre-test and post-test score distribution result of the control group is shown in Table 12.
