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READING COMPREHENSION IN NARRATIVE TEXT AT STATE SENIOR HIGH SCHOOL 13 PALEMBANG

MUHAMMAD ADITYA, NURFAIZI (2025) READING COMPREHENSION IN NARRATIVE TEXT AT STATE SENIOR HIGH SCHOOL 13 PALEMBANG. skripsi thesis, UNIVERSITAS PGRI PALEMBANG.

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1 COVER SKRIPSI (THESIS COVER) - MUHAMMAD ADITYA NURFAIZI (2019111017) - GENERATION Z & KAHOOT!.pdf

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5 ABSTRAK SKRIPSI (THESIS ABSTRACT) - MUHAMMAD ADITYA NURFAIZI (2019111017) - GENERATION Z & KAHOOT!.pdf

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6 BAB I (CHAPTER 1 INTRODUCTION) - MUHAMMAD ADITYA NURFAIZI (2019111017) - GENERATION Z & KAHOOT!.pdf

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11 DAFTAR PUSTAKA (REFERENCES) - MUHAMMAD ADITYA NURFAIZI (2019111017) - GENERATION Z & KAHOOT!.pdf

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Abstract

This study examined twelfth-grade Generation Z high school students’ perspectives on using Kahoot! in narrative text reading comprehension at State Senior High School 13 Palembang. Generation Z learners are digital natives with short attention spans, and educators are exploring interactive methods to enhance engagement in reading tasks. The study addressed a gap in understanding how a game-based quiz tool might support narrative comprehension for this cohort. A descriptive qualitative approach was used. Data were collected via semi-structured interviews with six twelfth-grade Generation Z students and a questionnaire administered to all participants. Interview transcripts were analysed thematically, and questionnaire responses were summarised with descriptive statistics. Results showed that none of the students had used Kahoot! before, and all described the experience as engaging and enjoyable. Students reported high motivation and active participation during the Kahoot! session. The platform’s gamified features (points, leaderboards, nicknames) energised the class. Most students agreed that Kahoot! made the lesson more interactive and lively and that they were enthusiastic while playing; over two-thirds agreed that it was fun and not boring. Many noted that answering Kahoot! questions required them to recall story details, and the immediate feedback reinforced their understanding of the narrative. In conclusion, the twelfth-grade Generation Z learners at State Senior High School 13 Palembang found Kahoot! to be an engaging, enjoyable, and beneficial addition to narrative reading lessons. These findings suggest that incorporating game-based quizzes can enhance motivation and comprehension of narrative texts for this learner group. Keywords: Generation Z; Kahoot!; Reading Comprehension.

Item Type: Thesis (skripsi)
Contributors:
ContributionNameNIDN/NIDK
ContributorDjunaidi, DjunaidiUNSPECIFIED
ContributorNoviati, NoviatiUNSPECIFIED
Subjects: L Education > L Education (General)
Divisions: Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User: Repo User 45
Date Deposited: 01 Jul 2025 05:22
Last Modified: 01 Jul 2025 05:22
URI: http://eprints.univpgri-palembang.ac.id/id/eprint/2319

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