The Effectiveness of “Wizer.me” as Digital Learning Media to Improve Vocational Students’ Reading Comprehension of Narrative Text
DOI:
https://doi.org/10.26740/rt.v14i02.76892Keywords:
Wizer.me, reading comprehension, narrative text, digital learningAbstract
This study investigated the effectiveness of Wizer.me as a digital learning medium in improving vocational high school students’ reading comprehension of narrative texts. The study employed a quantitative pre-experimental one-group pretest–posttest design involving 30 eleventh-grade students from the Visual Communication Design (DKV) program at a private vocational high school in Surabaya during the 2025/2026 academic year. A 30-item multiple-choice reading test was developed based on the TOEFL iBT Reading Framework, covering five reading skills: identifying main ideas, vocabulary in context, scanning for details, making inferences, and locating references. Students completed a pre-test, participated in three instructional sessions using interactive Wizer.me worksheets, and then completed a post-test. Data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, and a paired sample t-test. Results showed that the mean score increased from 70.13 (SD = 6.11) in the pre-test to 90.73 (SD = 6.87) in the post-test, indicating a gain of 20.60 points. The normality test indicated that the residuals were normally distributed (p = 0.079), and the paired sample t-test showed a statistically significant improvement (t = -14.663, df = 29, p < 0.001). These findings suggest that Wizer.me is an effective digital learning medium for enhancing vocational students’ reading comprehension of narrative texts
Downloads
References
Anggriani, D., Rahayu, S., & Putri, A. R. (2020). The use of Wizer.me to improve students’ listening comprehension. Journal of English Language Teaching and Learning, 4(2), 85–92.
Fitriani, R. (2023). Digital media integration in EFL reading instruction at vocational high schools. Indonesian Journal of English Education, 10(1), 45–57.
Mahmood, T. (2022). Cognitive and metacognitive dimensions of EFL reading comprehension. Journal of Language and Education, 8(3), 56–68.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Nasution, S. R., Lubis, M. A., & Siregar, N. (2020). Digital worksheets and students’ engagement in EFL classrooms. English Education Journal, 11(3), 412–420.
Rahmawati, A., & Alfarik, M. (2021). The effect of digital learning media on students’ reading comprehension. Journal of English Teaching, 7(1), 12–20.
Sari, D. P., & Widiati, U. (2021). Teaching reading comprehension through digital platforms in EFL contexts. Studies in English Language and Education, 8(3), 987–1001.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sukmawati, L., & Pratiwi, Y. (2022). Improving students’ reading comprehension using interactive digital media. Journal of Education and Learning, 16(2), 210–218.
Wizer.me. (2024). Interactive digital worksheets for education. https://www.wizer.me
Yusuf, M., & Lestari, D. (2020). Reading comprehension difficulties among vocational high school students. Journal of English Language Studies, 5(2), 134–142.
Anderson, N. J. (2008). Metacognition and good language learners. Cambridge University Press.
Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading (2nd ed.). Pearson Education.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
OECD. (2021). Students, computers and learning: Making the connection. OECD Publishing.
Downloads
Published
How to Cite
Issue
Section
Abstract views: 10
,
PDF Downloads: 2
