The Impact of Engoo Web Application on Students’ Reading Ability: A Quasi-Experimental Study
Abstract
This study aimed to test the effectiveness of the Engoo Web App in improving fifth-grade students' English reading skills. A quantitative experimental research design was used involving 60 students, divided into an experimental group and a control group. Data were collected using pre-test and post-test instruments and analyzed through descriptive statistics, N-Gain analysis, and the Mann–Whitney U test. The results showed that the experimental group achieved a higher mean post-test score (M = 82.45) than the control group (M = 71.30), with a moderate N-Gain of 0.56, compared to 0.28 in the control group. The Mann–Whitney U test revealed a statistically significant difference between the two groups (p < 0.05), indicating that the improvement in reading skills was influenced by the instructional treatment. The effectiveness of the Engoo Web App can be attributed to its interactive and multimodal features, including structured reading materials, pronunciation guides, and audio support, which align with constructivist learning principles and encourage active student engagement. Despite its positive findings, this study is limited by its small sample size and short intervention period. Future research is recommended to involve larger samples and longer treatment durations to further explore the long-term effects of digital reading platforms on the development of English reading skills.
References
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Angelica, W., & Afriani, I. H. (2024). ENGAGING INDONESIAN ELEMENTARY SCHOOL STUDENTS IN READING ACTIVITIES THROUGH WEB-BASED EDUCATIONAL GAMES. English Language Teaching Methodology, 4(3), 470–481. https://doi.org/10.56983/eltm.v4i3.1684
Avşaroğlu, B. B. C., & Yıldız, M. (2025). An example of digital transformation in reading instruction: The effect of online paired reading on fourth graders’ reading outcomes. Reading Research Quarterly, 60(1), 1–18. https://doi.org/10.1002/rrq.70063
Azmi, N. N., & Zahari, Z. (2024). E-books as a tool to improve reading comprehension among Year 4 primary ESL students. The Asian Journal of English Language and Pedagogy, 12(2), 47–61. https://doi.org/10.37134/ajelp.vol12.2.4.2024
Capodieci, A., Cornoldi, C., Doerr, E., Bertolo, L., & Carretti, B. (2020). The Use of New Technologies for Improving Reading Comprehension. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00751
Dao, P., Bui, T. L. D., Nguyen, D. T. T., & Nguyen, M. X. N. C. (2024). Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context. Computer Assisted Language Learning, 37, 2359–2388. https://doi.org/10.1080/09588221.2023.2260429
Dewi, N., Santosa, M., & Dewi, K. (2025). THE EFFECT OF DUOLINGO IMPLEMENTATION ON SEVENTH-GRADE STUDENTS’ VOCABULARY MASTERY. Jurnal Pendidikan Bahasa Inggris Proficiency, 7(2), 192-210. https://doi:10.32503/proficiency.v7i2.6799
Dewi, P., Tusino, T., Rokhayati, T., Luckita, I. A., & Lisitsa, I. v. (2025). Mobile learning approach in teaching elementary school English literation: What are their voices? Jurnal Riset Pedagogik, 9(2), 365–377. https://doi.org/10.20961/jdc.v9i2.107171
Fauziyah, S., Chasanah, Z., & Nuriza Johan, A. (2025). USING WORDWALL TO IMPROVE STUDENTS’ WRITING PROCEDURE TEXTS. 19(2), 157–165. https://doi.org/10.32832/english.v19i2.20410
Feng, Y., & Wang, X. (2023). A comparative study on the development of Chinese and English abilities of Chinese primary school students through two bilingual reading modes: human-AI robot interaction and paper books. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1200675
Gissel, S. T., & Andersen, S. C. (2021). A cluster-randomized trial measuring the effects of a digital learning tool supporting decoding and reading for meaning in grade 2. Journal of Computer Assisted Learning, 37(6), 1512–1524. https://doi.org/10.1111/JCAL.12488
Gómez de la Torre-Cerfontaine, M., & Smith, N. L. (2025). Supporting English language learners’ literacy development through afterschool virtual instruction. Reading Psychology, 46(1), 1–24. https://doi.org/10.1080/02702711.2025.2566028
Gu, H., & Yao, J. (2021). Literacy measurement and dashboard: A Phil-IRI related analysis in elementary settings. Educational Technology & Society, 24(2), 45–59.
Gu, H., Yao, J., & Zhou, L. (2021). Examining the long-term effects of web-based literacy tools on primary students’ reading performance. Journal of Computer Assisted Learning, 37(4), 1120–1135.
Gu, H., Yao, J., Zhou, L., C. K. Cheung, A., & C. Abrami, P. (2021). A Quasi-Experimental Study of a Web-Based English Literacy Tool for Grade 3 Students in China. ECNU Review of Education, 4(1), 84–107. https://doi.org/10.1177/2096531120972709
Hamida, U., & Farikha, N. (2023). A STUDY OF TEACHING STRATEGIES IN IMPROVING ENGLISH READING COMPREHENSION SKILL: A CASE STUDY OF SHARIA BUSINESS MANAGEMENT STUDENTS OF IAIN KEDIRI. Jurnal Pendidikan Bahasa Inggris Proficiency, 5(2), 118 - 126. https://doi:10.32503/proficiency.v5i2.4112
Hethesia, D. (2021). The practical implementation of an effective digital reading program to enhance literacy skills with respect to second-language learners during COVID-19 pandemic. Integrated Technology for Intelligent Instruction, 9(2), 425–438. https://doi.org/10.17762/ITII.V9I2.425
Huang, H., & Lee, Y.-H. (2022). Computer-supported knowledge building to enhance reading motivation and comprehension. British Journal of Educational Technology, 53(6), 1913–1930. https://doi.org/10.1111/bjet.13248
Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00191-4
Khair, U., Rihan K, E., & Misnawati, M. (2021). Indonesian language teaching in elementary school. Linguistics and Culture Review, 6, 172–184. https://doi.org/10.21744/lingcure.v6ns2.1974
Khalaf, A. S., & Wali, F. (2025). Artificial intelligence in language education: Future perspectives on reading literacy. Journal of Digital Learning, 11(1), 12–28.
Laroza, J. (2023). Effectiveness Of Digital Text in Interactive Library for English Starters (Digi-Tiles in Enhancing The Reading Comprehension Of Grade 3 Learners). International Journal of Theory and Application in Elementary and Secondary School Education, 5(2), 267–280. https://doi.org/10.33830/ijtaese.v5i2.1023
Macaruso, P., Wilkes, S., & Prescott, J. E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development, 68(6), 2839–2852. https://doi.org/10.1007/s11423-020-09785-2
Mohd Darus, N., & Abdul Aziz, A. (2025). Leveraging Technology for Reading Development in ESL Primary Education: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 14(2). https://doi.org/10.6007/ijarped/v14-i2/25240
Noordan, M. N. H. bin, & Md. Yunus, M. (2022). Using Digital Comprehension to Improve Reading Comprehension Skills among Young Learners. International Journal of Academic Research in Progressive Education and Development, 11(2). https://doi.org/10.6007/ijarped/v11-i2/13208
Noori, A. (2025). Enhancing EFL Reading Instruction with Digital Tools: Effects on Comprehension, Vocabulary, and Engagement. Journal of Social Sciences - Kabul University, 7(4), 289–313. https://doi.org/10.62810/jss.v7i4.264
Nur Asima Sidabutar, M., Theruvil Sayed, B., Ismail, S. M., Teves Quispe, J., Yangali Vicente, J. S., Suardi Wekke, I., Jassaim Shanan, A., & Nourabadi, S. (2022). Reading Digital Texts vs. Reading Printed Texts: Which One Is More Effective in Iranian EFL Context? Education Research International, 2022. https://doi.org/10.1155/2022/7188266
Nur Fitriani, L. (2024). ELT-Lectura: Studies and Perspectives in English Language Exploring the Effectiveness of Digital Reading Platforms in Developing Reading Comprehension Skills. ELT-Lectura, 11(2).
Nuur Jannah, W., Dewi, P., & Nuriza Johan, A. (2024). Improving English Reading Comprehension Through Readable Applications in SMA Negeri 1 Purworejo. 11(2). https://doi.org/10.37729/scripta.v11i2.5579
Oakley, G. (2024). A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency. In Education Sciences (Vol. 14, Issue 6). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/educsci14060633
Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press.
Pradnyadewi, D. A. M., & Kristiani, P. E. (2021b). Use of Quizizz In Improving Students’ Reading Skill. TATEFL, 1(2), 1–7. https://doi.org/10.36663/tatefl.v1i2.93
Prasongko, A., Kurniawan, E., & Muchyidin, M. (2022). MICROSOFT OFFICE 365-A1 AS ONLINE ENGLISH TEACHING MEDIA IN ACADEMIC READING LESSON. Jurnal Pendidikan Bahasa Inggris Proficiency, 4(2), 67-77. https://doi:10.32503/proficiency.v4i2.2758
Salsabila, H. A., & Apoko, T. W. (2025). Utilization of the Let’s Read application in promoting primary school students’ literacy. Indonesian Journal of Educational Development (IJED), 6(2), 309–322. https://doi.org/10.59672/ijed.v6i2.4820
Utami, I. A., Sunardi, & Drajati, N. A. (2024). English reading e-module based on gamification and contextual teaching and learning to promote reading comprehension skills. Journal of Education Technology, 8(1), 74–82. https://doi.org/10.23887/jet.v8i1.74569
Vergara Pareja, C. M., Niño Vega, J. A., & Fernández Morales, F. H. (2023). FORTALECIMIENTO DE LA LECTURA CRÍTICA EN INGLÉS A ESTUDIANTES DE GRADO QUINTO A TRAVÉS DE UN RECURSO EDUCATIVO DIGITAL. REVISTA COLOMBIANA DE TECNOLOGIAS DE AVANZADA (RCTA), 2(40). https://doi.org/10.24054/rcta.v2i40.2370
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Zakiyyah Sujana, G., Susilo, V., & Saputra, D. S. (2025). Effectiveness of Interactive E-Book Teaching Materials Development to Improve Students’ Reading Comprehension Skills E I N F O EDUHUMANIORA: Jurnal Pendidikan Dasar.
Alforque, R. L., & Sambo, T. (2025). Readtheory.Org Approach and Reading Comprehension among Grade IV Learners. Psychology and Education: A Multidisciplinary Journal, 43(10), 1364–1373. https://doi.org/10.70838/pemj.431007
Angelica, W., & Afriani, I. H. (2024). ENGAGING INDONESIAN ELEMENTARY SCHOOL STUDENTS IN READING ACTIVITIES THROUGH WEB-BASED EDUCATIONAL GAMES. English Language Teaching Methodology, 4(3), 470–481. https://doi.org/10.56983/eltm.v4i3.1684
Avşaroğlu, B. B. C., & Yıldız, M. (2025). An example of digital transformation in reading instruction: The effect of online paired reading on fourth graders’ reading outcomes. Reading Research Quarterly, 60(1), 1–18. https://doi.org/10.1002/rrq.70063
Azmi, N. N., & Zahari, Z. (2024). E-books as a tool to improve reading comprehension among Year 4 primary ESL students. The Asian Journal of English Language and Pedagogy, 12(2), 47–61. https://doi.org/10.37134/ajelp.vol12.2.4.2024
Capodieci, A., Cornoldi, C., Doerr, E., Bertolo, L., & Carretti, B. (2020). The Use of New Technologies for Improving Reading Comprehension. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00751
Dao, P., Bui, T. L. D., Nguyen, D. T. T., & Nguyen, M. X. N. C. (2024). Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context. Computer Assisted Language Learning, 37, 2359–2388. https://doi.org/10.1080/09588221.2023.2260429
Dewi, N., Santosa, M., & Dewi, K. (2025). THE EFFECT OF DUOLINGO IMPLEMENTATION ON SEVENTH-GRADE STUDENTS’ VOCABULARY MASTERY. Jurnal Pendidikan Bahasa Inggris Proficiency, 7(2), 192-210. https://doi:10.32503/proficiency.v7i2.6799
Dewi, P., Tusino, T., Rokhayati, T., Luckita, I. A., & Lisitsa, I. v. (2025). Mobile learning approach in teaching elementary school English literation: What are their voices? Jurnal Riset Pedagogik, 9(2), 365–377. https://doi.org/10.20961/jdc.v9i2.107171
Fauziyah, S., Chasanah, Z., & Nuriza Johan, A. (2025). USING WORDWALL TO IMPROVE STUDENTS’ WRITING PROCEDURE TEXTS. 19(2), 157–165. https://doi.org/10.32832/english.v19i2.20410
Feng, Y., & Wang, X. (2023). A comparative study on the development of Chinese and English abilities of Chinese primary school students through two bilingual reading modes: human-AI robot interaction and paper books. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1200675
Gissel, S. T., & Andersen, S. C. (2021). A cluster-randomized trial measuring the effects of a digital learning tool supporting decoding and reading for meaning in grade 2. Journal of Computer Assisted Learning, 37(6), 1512–1524. https://doi.org/10.1111/JCAL.12488
Gómez de la Torre-Cerfontaine, M., & Smith, N. L. (2025). Supporting English language learners’ literacy development through afterschool virtual instruction. Reading Psychology, 46(1), 1–24. https://doi.org/10.1080/02702711.2025.2566028
Gu, H., & Yao, J. (2021). Literacy measurement and dashboard: A Phil-IRI related analysis in elementary settings. Educational Technology & Society, 24(2), 45–59.
Gu, H., Yao, J., & Zhou, L. (2021). Examining the long-term effects of web-based literacy tools on primary students’ reading performance. Journal of Computer Assisted Learning, 37(4), 1120–1135.
Gu, H., Yao, J., Zhou, L., C. K. Cheung, A., & C. Abrami, P. (2021). A Quasi-Experimental Study of a Web-Based English Literacy Tool for Grade 3 Students in China. ECNU Review of Education, 4(1), 84–107. https://doi.org/10.1177/2096531120972709
Hamida, U., & Farikha, N. (2023). A STUDY OF TEACHING STRATEGIES IN IMPROVING ENGLISH READING COMPREHENSION SKILL: A CASE STUDY OF SHARIA BUSINESS MANAGEMENT STUDENTS OF IAIN KEDIRI. Jurnal Pendidikan Bahasa Inggris Proficiency, 5(2), 118 - 126. https://doi:10.32503/proficiency.v5i2.4112
Hethesia, D. (2021). The practical implementation of an effective digital reading program to enhance literacy skills with respect to second-language learners during COVID-19 pandemic. Integrated Technology for Intelligent Instruction, 9(2), 425–438. https://doi.org/10.17762/ITII.V9I2.425
Huang, H., & Lee, Y.-H. (2022). Computer-supported knowledge building to enhance reading motivation and comprehension. British Journal of Educational Technology, 53(6), 1913–1930. https://doi.org/10.1111/bjet.13248
Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00191-4
Khair, U., Rihan K, E., & Misnawati, M. (2021). Indonesian language teaching in elementary school. Linguistics and Culture Review, 6, 172–184. https://doi.org/10.21744/lingcure.v6ns2.1974
Khalaf, A. S., & Wali, F. (2025). Artificial intelligence in language education: Future perspectives on reading literacy. Journal of Digital Learning, 11(1), 12–28.
Laroza, J. (2023). Effectiveness Of Digital Text in Interactive Library for English Starters (Digi-Tiles in Enhancing The Reading Comprehension Of Grade 3 Learners). International Journal of Theory and Application in Elementary and Secondary School Education, 5(2), 267–280. https://doi.org/10.33830/ijtaese.v5i2.1023
Macaruso, P., Wilkes, S., & Prescott, J. E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development, 68(6), 2839–2852. https://doi.org/10.1007/s11423-020-09785-2
Mohd Darus, N., & Abdul Aziz, A. (2025). Leveraging Technology for Reading Development in ESL Primary Education: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 14(2). https://doi.org/10.6007/ijarped/v14-i2/25240
Noordan, M. N. H. bin, & Md. Yunus, M. (2022). Using Digital Comprehension to Improve Reading Comprehension Skills among Young Learners. International Journal of Academic Research in Progressive Education and Development, 11(2). https://doi.org/10.6007/ijarped/v11-i2/13208
Noori, A. (2025). Enhancing EFL Reading Instruction with Digital Tools: Effects on Comprehension, Vocabulary, and Engagement. Journal of Social Sciences - Kabul University, 7(4), 289–313. https://doi.org/10.62810/jss.v7i4.264
Nur Asima Sidabutar, M., Theruvil Sayed, B., Ismail, S. M., Teves Quispe, J., Yangali Vicente, J. S., Suardi Wekke, I., Jassaim Shanan, A., & Nourabadi, S. (2022). Reading Digital Texts vs. Reading Printed Texts: Which One Is More Effective in Iranian EFL Context? Education Research International, 2022. https://doi.org/10.1155/2022/7188266
Nur Fitriani, L. (2024). ELT-Lectura: Studies and Perspectives in English Language Exploring the Effectiveness of Digital Reading Platforms in Developing Reading Comprehension Skills. ELT-Lectura, 11(2).
Nuur Jannah, W., Dewi, P., & Nuriza Johan, A. (2024). Improving English Reading Comprehension Through Readable Applications in SMA Negeri 1 Purworejo. 11(2). https://doi.org/10.37729/scripta.v11i2.5579
Oakley, G. (2024). A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency. In Education Sciences (Vol. 14, Issue 6). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/educsci14060633
Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press.
Pradnyadewi, D. A. M., & Kristiani, P. E. (2021b). Use of Quizizz In Improving Students’ Reading Skill. TATEFL, 1(2), 1–7. https://doi.org/10.36663/tatefl.v1i2.93
Prasongko, A., Kurniawan, E., & Muchyidin, M. (2022). MICROSOFT OFFICE 365-A1 AS ONLINE ENGLISH TEACHING MEDIA IN ACADEMIC READING LESSON. Jurnal Pendidikan Bahasa Inggris Proficiency, 4(2), 67-77. https://doi:10.32503/proficiency.v4i2.2758
Salsabila, H. A., & Apoko, T. W. (2025). Utilization of the Let’s Read application in promoting primary school students’ literacy. Indonesian Journal of Educational Development (IJED), 6(2), 309–322. https://doi.org/10.59672/ijed.v6i2.4820
Utami, I. A., Sunardi, & Drajati, N. A. (2024). English reading e-module based on gamification and contextual teaching and learning to promote reading comprehension skills. Journal of Education Technology, 8(1), 74–82. https://doi.org/10.23887/jet.v8i1.74569
Vergara Pareja, C. M., Niño Vega, J. A., & Fernández Morales, F. H. (2023). FORTALECIMIENTO DE LA LECTURA CRÍTICA EN INGLÉS A ESTUDIANTES DE GRADO QUINTO A TRAVÉS DE UN RECURSO EDUCATIVO DIGITAL. REVISTA COLOMBIANA DE TECNOLOGIAS DE AVANZADA (RCTA), 2(40). https://doi.org/10.24054/rcta.v2i40.2370
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Zakiyyah Sujana, G., Susilo, V., & Saputra, D. S. (2025). Effectiveness of Interactive E-Book Teaching Materials Development to Improve Students’ Reading Comprehension Skills E I N F O EDUHUMANIORA: Jurnal Pendidikan Dasar.
Published
2026-07-01
How to Cite
GUMAWANG, Bintang Ilham; DEWI, Puspa; JOHAN, Andrian Nuriza.
The Impact of Engoo Web Application on Students’ Reading Ability: A Quasi-Experimental Study.
Jurnal Pendidikan Bahasa Inggris Proficiency, [S.l.], v. 8, n. 2, p. 142-152, july 2026.
ISSN 2775-0450.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/PROFICIENCY/article/view/8802>. Date accessed: 01 july 2026.
doi: https://doi.org/10.32503/proficiency.v8i2.8802.
Section
Articles
