Reading is a foundational skill that plays a crucial role in students’ educational development, alongside listening, speaking, and writing. Among these, reading serves as a primary gateway to knowledge acquisition across disciplines [1]. It is more than the recognition of printed words—it is a complex cognitive process involving decoding symbols, constructing meaning, and connecting new information with prior knowledge [2]. Thus, reading comprehension is vital for enabling students to effectively extract, process, and apply information.
Proficient readers not only decode words but also use background knowledge and strategies to understand meaning. Zipke [3] emphasizes that comprehension requires active engagement and metacognitive skills. Furthermore, the OECD [4] stresses that fluent reading supports higher-order thinking, making reading comprehension not just an academic necessity, but also a critical life skill.
In Indonesia, improving students’ reading comprehension remains an urgent challenge. The PISA 2018 results ranked Indonesia 74th out of 79 countries in reading literacy, scoring 371 compared to the OECD average of 487 [5]. This alarming gap highlights the need for innovative and engaging reading instruction, especially in junior high schools, where students experience significant cognitive and emotional development.
At SMP Muhammadiyah Pagar Alam, field observations and teacher interviews revealed persistent difficulties in vocabulary, sentence structure, pronunciation, and motivation. These challenges are exacerbated by limited parental support and the appeal of digital entertainment, which often outweighs educational engagement [6]. Although students are active users of mobile technology, its potential for supporting reading instruction remains largely untapped.
In response, there is growing interest in leveraging students' digital habits through educational technology. One such tool is the Let’s Read application, a multilingual digital reading platform designed to foster literacy through age-appropriate stories, illustrations, and audio narration. According to Putri & Savitri [7], this platform enhances both language acquisition and reading comprehension, particularly for EFL learners.
While studies at the senior high school level [8] [9] report positive outcomes in terms of motivation and comprehension, limited research exists at the junior high school level, particularly in rural or semi-urban settings like Pagar Alam. Moreover, few studies have employed a controlled experimental design to examine measurable improvements in reading comprehension.
1. Research Gap
Despite the growing body of literature on digital tools in language learning, empirical studies focusing specifically on the use of the Let’s Read application to enhance reading comprehension among junior high school students in Indonesia are still scarce [10]. No existing research has examined its application at SMP Muhammadiyah Pagar Alam using a controlled experimental approach. This gap provides an opportunity to explore the impact of mobile-based reading interventions in EFL contexts.
2. Purpose of the Study
Given this context, the present study aims to determine whether the implementation of the Let’s Read application as a digital reading medium significantly improves reading comprehension among eighth-grade students at SMP Muhammadiyah Pagar Alam. It also seeks to offer practical insights into integrating digital tools into English language instruction, particularly in under-resourced schools [11]..
<bold id="bold-6217f77fd2d15b0da69500168e6b12e9">Method</bold>
<bold id="bold-e0cfe12274868929b38de4c913ab2910">A. Research Design</bold>
This study employed a quasi-experimental design with a non-equivalent control group pre-test and post-test model. This design was chosen due to the inability to randomly assign students to groups, as classroom structures were already established. The study involved two groups: the experimental group, which received instruction using the Let’s Read application, and the control group, which was taught through conventional reading methods [12].
<bold id="bold-154a214604f56e32c15b95714ec23af7">B. Population and Sample</bold>
The population consisted of all eighth-grade students at SMP Muhammadiyah Pagar Alam in the academic year 2024/2025. A purposive sampling technique was used based on teacher recommendations and class availability [13] [14]. Two classes were selected, with one assigned as the experimental group and the other as the control group, totaling 60 students (30 students per group).
<bold id="bold-b77953634b4c8f9af3f44f80999b0067">C. Research Variables</bold>
a) Independent Variable: Use of the Let’s Read application.
b) Dependent Variable: Students’ reading comprehension ability.
<bold id="bold-afc34b303cce2a0fe1e8cedbb7ca0789">D. Instrument of the Study</bold>
Data were collected using a reading comprehension test composed of multiple-choice questions based on narrative texts, specifically fables. The test assessed students’ understanding of main ideas, vocabulary in context, inferences, and detail recognition. The same test was administered as both a pre-test and a post-test to evaluate students' progress [15].
The test was validated by experts in English education and its reliability was confirmed using Cronbach’s Alpha, yielding a coefficient of ≥ 0.70, which indicates acceptable internal consistency.
<bold id="bold-b01544b17413f5d350312b14e0b7e994">E. Data Collection Procedure</bold>
The procedure followed three main steps: [16]
1. Pre-test: Both groups were given the same reading comprehension test to assess baseline abilities.
2. Treatment: [17]
a. The experimental group used the Let’s Read application for four weeks, engaging with selected narrative texts both in class and at home under teacher guidance.
b. The control group received instruction using traditional printed texts and teacher-led discussions.
3. Post-test: Both groups completed the same reading comprehension test to measure learning outcomes after the intervention.
<bold id="bold-9e6e50d5e3a2561d8cfc6debe220d37c">F. Data Analysis Technique</bold>
Data from the pre-test and post-test were analyzed using both descriptive and inferential statistics. Descriptive statistics included mean scores, standard deviations, and gain scores [18] [19]. An independent samples t-test was used to determine whether the difference in performance between the two groups was statistically significant. The significance threshold was set at p < 0.05. All analyses were conducted using SPSS software [20].
G. Summary of Research Results
Mean Scores of Pre-Test and Post-Test
Group
N
Pre-Test Mean
Post-Test Mean
Gain Score
Experimental
30
59.87
82.43
22.56
Control
30
60.23
69.40
9.17
Note: Gain Score = Post-Test Mean – Pre-Test Mean
Comparison of Pre-Test and Post-Test Scores
Interpretation :
As illustrated in the table and figure above, the experimental group exhibited a substantial improvement in reading comprehension, with a gain score of 22.56, compared to only 9.17 in the control group [21]. This indicates that the use of the Let’s Read application significantly enhanced students’ reading comprehension performance compared to conventional methods [22].
<bold id="bold-1717817cab002c29316b2da55f7c3a51">Result and Discussion</bold>
<bold id="bold-552ba66dafc51741e33ad89c0b44699e">A. Research Findings</bold>
This study aimed to investigate whether the Let’s Read application could significantly improve the reading comprehension skills of eighth-grade students at SMP Muhammadiyah Pagar Alam. To measure the effectiveness of the application, the researcher administered pre-test and post-test assessments to both experimental and control groups [23].
1. Students’ Reading Comprehension Scores
The results of the reading comprehension tests are summarized in the following table : [24]
Reading comprehension test results
Group
N
Pre-Test Mean
Post-Test Mean
Gain Score
Experimental
30
59.87
82.43
22.56
Control
30
60.23
69.40
9.17
The experimental group—which was taught using the Let’s Read application—achieved a mean gain score of 22.56, which is significantly higher than the control group’s gain of 9.17. This indicates that students in the experimental group showed more substantial improvement in reading comprehension compared to those taught with conventional methods.
2. Statistical Analysis
An independent sample t-test was conducted to determine whether the difference in post-test scores between the two groups was statistically significant.
t-value = 4.982
p-value = 0.000 (< 0.05)
Since the p-value is less than the significance level (0.05), it can be concluded that there is a significant difference in reading comprehension between students taught using the Let’s Read application and those who were not.
The findings of this study demonstrate that the Let’s Read application is an effective tool for enhancing students’ reading comprehension. The significant improvement observed in the experimental group aligns with previous studies [25] [26] that highlighted the role of digital reading platforms in increasing student motivation, engagement, and understanding.
Several factors contributed to the success of the Let’s Read application:
a) Visual and auditory features in the app made texts more engaging and comprehensible, particularly for visual learners.
b) Access flexibility, allowing students to read at their own pace both at school and home.
c) Content variety, offering culturally relevant stories that connected with students’ interests and backgrounds.
Moreover, the use of this application responds well to the learning characteristics of Generation Z, who are digital natives and more receptive to technology-based educational tools [27]. The interactive nature of the application also fostered greater reading motivation and reduced students’ anxiety when facing complex texts.
On the contrary, the control group showed only a modest increase, which suggests that conventional reading instruction may no longer be sufficient to meet the needs of today’s learners—especially in developing countries with low literacy levels like Indonesia [28] [29]
This research supports the integration of digital literacy tools in the classroom, particularly in alignment with Indonesia’s Merdeka Belajar program that encourages innovation and technological integration in learning [30]
<bold id="bold-c21495a8dd201e62eba6b5635aaaa83d">C. Implication of the Study</bold>
The findings of this study have both pedagogical and practical implications:
a) For teachers: The Let’s Read application can be used as an alternative media to make reading instruction more enjoyable and effective.
b) For curriculum developers: Integrating digital reading platforms into formal curricula may address the literacy gap more efficiently.
c) For students: Engaging with digital texts can help develop independent reading habits and improve comprehension skills critical for academic success.
Based on the findings and data analysis, it can be concluded that the Let’s Read application significantly enhances students’ reading comprehension. The experimental group demonstrated greater improvement compared to the control group, indicating that the application’s interactive features, visual design, and accessibility contributed positively to students’ engagement and understanding of the texts.
This study reinforces the potential of digital reading platforms in English language instruction, particularly for Generation Z learners who are naturally inclined toward technology-based tools. Besides improving comprehension, Let’s Read also promoted students’ motivation and independent learning.
Therefore, the use of Let’s Read is recommended as an effective and practical digital medium in junior high school settings, especially to address persistent reading comprehension challenges in Indonesian education.
Acknowledgement
The researcher would like to express sincere gratitude to all parties who contributed to the completion of this research. Special thanks are extended to:
a) The headmaster, English teachers, and students of SMP Muhammadiyah Pagar Alam for their cooperation and willingness to participate in this study.
b) The academic advisors and lecturers of the English Education Study Program for their valuable guidance and support.
c) Family and close friends for their continuous encouragement, patience, and moral support throughout the research process.
Without their support and contributions, this research would not have been possible.