Main Article Content


The purposes of this research were to describe the implementation of Quick Response (QR) Codes in teaching reading, to find out the significant difference between students who are taught with and without using QR Codes, and to know the students’ responses from using QR Codes in teaching reading of English explanation texts to XI class in MAN Kota Tegal in the academic year of 2018/2019. This research used a type of experimental study with pretest-posttest control design. The results of the study described the QR Codes could be implemented in teaching reading as a teaching medium. The steps of applying this medium were (1) asking students to make a group, (2) scanning the QR Code to get reading text and worksheet of assignment, (3) doing the activities stated in QR codes, and lastly (4) discussing the result. Moreover, t-test result showed higher than t-table (4.372 > 2.011). It meant that there was significant difference from experiment and control group. In accordance with students’ responses result, it mentioned that students felt enthusiastic, motivated, and discovered new things during teaching learning process through QR Codes. Therefore, it was suggested to English teacher using QR Codes in teaching reading.


Quick Response (QR) Codes; Teaching Reading

Article Details

How to Cite
Hapsari, S., Nur Ekawati, Y., & Molla, N. L. (2019). Implementing Quick Response (QR) Codes in Teaching Reading. English Focus: Journal of English Language Education, 2(2), 70-80.


  1. Chen, N.-S., Teng, D. C.-E., & Lee, C.-H. (2010). Augmenting paper-based reading activities with mobile technology to enhance reading comprehension. 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education, 201–203. IEEE.
  2. De Pietro, O., & Frontera, G. (2012). Mobile tutoring for situated learning and collaborative learning in AIML application using QR-Code. 2012 Sixth International Conference on Complex, Intelligent, and Software Intensive Systems, 799–805. IEEE.
  3. Durak, G., OZKESKIN, E. E., & Ataizi, M. (2016). QR codes in education and communication. Turkish Online Journal of Distance Education, 17(2).
  4. Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  5. Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. UNSW Press.
  6. Lee, J.-K., Lee, I.-S., & Kwon, Y.-J. (2011). Scan & learn! Use of quick response codes & smartphones in a biology field study. The American Biology Teacher, 73(8), 485–492.
  7. Osawa, N., Noda, K., Tsukagoshi, S., Noma, Y., Ando, A., Shibuya, T., & Kondo, K. (2007). Outdoor education support system with location awareness using RFID and symbology tags. Journal of Educational Multimedia and Hypermedia, 16(4), 411–428.
  8. Rikala, J., & Kankaanranta, M. (2012). The Use of Quick Response Codes in the Classroom. MLearn, 148–155.
  9. Rivers, D. J. (2009). Utilizing the quick response (QR) code within a Japanese EFL environment. The Jalt CALL Journal, 5(2), 15–28.
  10. Shih, J., Chu, H., & Hwang, G. (2011). An investigation of attitudes of students and teachers about participating in a context‐aware ubiquitous learning activity. British Journal of Educational Technology, 42(3), 373–394.
  11. Wahyudi, I. (2018). The Effect of Quick Response Code (QR Code) on Student Listening Ability: Experimental Study. Proceedings: International Seminar on English Language Teaching and Research (ELTAR) 2018, 429–443.