THE EFFECT OF USING EDUCAPLAY ON TENTH-GRADE STUDENTS' READING COMPREHENSION OF EXPOSITION TEXT 

Abstract

Reading comprehension is an essential skill in English language learning because it enables students to understand, interpret, and construct meaning from written texts. However, despite its importance, evidence regarding the use of Educaplay to teach reading comprehension in Indonesian senior high schools remains limited. Therefore, this study aimed to examine the effect of Educaplay on students’ reading comprehension. A quantitative pre-experimental one-group pretest–posttest design was employed with 34 tenth-grade students of Senior High School 1 Gurah. Data were collected using a 30-item multiple-choice reading comprehension test on exposition texts, administered before and after the treatment. The treatment was conducted over three meetings using Educaplay activities: Matching Pairs, Quiz, and Froggy Jump. The data were analyzed through normality test, paired sample statistics and paired-samples t-test. Results showed a mean score of 69.68 on the pretest and 79.21 on the posttest. A paired-samples t-test showed a statistically significant difference between pretest and posttest scores (p < .001). These findings show that Educaplay can help students develop reading comprehension. Thus, Educaplay may be useful for improving students’ reading comprehension of exposition texts.