The Effect of ReadToMe Application on Reading Fluency and Motivation in Narrative Texts

Agitha Ramadhani Riasang; Ridwan Ridwan; Adi Isma; Dwi Adi Nugroho; Nur Husnil Khatimah

doi:10.61220/glens.v3i1.1370

Authors

Agitha Ramadhani Riasang Universitas Sulawesi Barat Author
Ridwan Ridwan Universitas Sulawesi Barat Author
Adi Isma Universitas Sulawesi Barat Author
Dwi Adi Nugroho Universitas Sulawesi Barat Author
Nur Husnil Khatimah Universitas Sulawesi Barat Author

DOI:

https://doi.org/10.61220/glens.v3i1.1370

Keywords:

EFL Learners, Mobile Application, Reading Fluency, Student Motivation, Technology-Enhanced Learning

Abstract

This quasi-experimental study examined the effect of the ReadToMe application on reading fluency and motivation among eighth-grade Indonesian EFL learners. Twenty-six students from SMP Negeri 1 Tutallu were randomly assigned to experimental (n=13) and control (n=13) groups. The experimental group received instruction using the ReadToMe application with narrative texts, while the control group followed conventional textbook-based methods over six weeks. Reading fluency was assessed through pre-test and post-test measurements using validated rubrics evaluating accuracy, pronunciation, and intonation. Student motivation was measured post-intervention through a 15-item Likert-scale questionnaire examining five dimensions: curiosity, challenge, grades, involvement, and competition. Results revealed significant improvements in the experimental group, with mean scores increasing from 45.85 to 76.00 (N-Gain=0.5484), compared to the control group's increase from 46.31 to 56.77 (N-Gain=0.2015). Independent samples t-test confirmed statistical significance (p<.001) with a very large effect size (Cohen's d=2.67). Questionnaire analysis indicated high motivation levels (80.00%) among experimental group students. These findings suggest that the ReadToMe application effectively enhances both reading fluency and motivation in narrative text instruction, offering practical implications for EFL teachers seeking technology-integrated approaches to address reading challenges in Indonesian educational contexts.

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