The Modification of Hide and Seek Towards The Students Engagemen and Reading Comprehension in Procedure Tex

This study investigates the impact of the modified hide-and-seek game onstudents' engagement and reading comprehension of procedural texts. Theresearch was conducted with 11 seventh-grade students from SMP ITAS RIOS,Sorong, Indonesia. A pre-experimental design was employed, involving pre-tests,post-tests, and a questionnaire to assess the changes in reading comprehension andengagement levels. The pre-test results showed that 55% of the students were inthe "Fair" category for reading comprehension, while only 36% achieved a"Good" score. After the intervention, there was a significant improvement, with73% of the students moving to the "Good" category and no students classified as"Poor" or "Very Poor." The mean score increased from 60.45 to 74.09, and apaired t-test analysis confirmed a statistically significant improvement (p =0.000). In terms of engagement, the students displayed high levels of activeness(mean = 4.2), interest (mean = 4.5), and motivation (mean = 4.3) following theintervention, as measured by a Likert scale questionnaire. The study concludesthat incorporating a modified hide-and-seek game significantly enhances bothstudents’ engagement and their reading comprehension of procedural texts. Theinteractive nature of the game encourages active participation and collaboration,creating a more enjoyable learning experience. Future studies could explore theuse of game-based learning strategies in larger and more diverse populations tofurther validate these findings.