INTEGRATING E-BOOK MEDIA INTO MEANINGFUL LEARNING FOR ENHANCING YOUNG LEARNERS’ ENGLISH READING COMPREHENSION
DOI:
https://doi.org/10.47178/tthpet83Keywords:
meaningful learning, e-book media, reading comprehension, classroom action researchAbstract
Reading comprehension is an essential skill for elementary school students; however, many students experience difficulties in understanding reading texts. This study aimed to improve students’ reading comprehension through the implementation of the Meaningful Learning strategy assisted by e-book media. This research employed Classroom Action Research conducted in two cycles involving 18 elementary school students. The research instruments included reading comprehension tests, observation sheets for teacher and student activities, and assessment rubrics. The findings revealed an improvement in students’ reading comprehension across the cycles. In Cycle I, only 61.11% of students achieved the good and very good categories. After revising the learning activities and optimizing the implementation of Meaningful Learning supported by e-book media in Cycle II, the percentage increased to 77.78%, and no students were categorized as poor. The results indicate that the integration of Meaningful Learning strategy with e-book media effectively enhances students’ reading comprehension.
References
Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97. https://doi.org/10.1016/j.dr.2014.12.004
Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97. https://doi.org/10.1016/j.dr.2014.12.004
Butler, Y. G. (2015). English language education among young learners in East Asia: A review of current research (2004–2014). Language Teaching, 48(3), 303–342. https://doi.org/10.1017/S0261444815000105
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42. https://doi.org/10.1037/0022-0663.96.1.31
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42. https://doi.org/10.1037/0022-0663.96.1.31
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738–762. https://doi.org/10.1002/tesq.148
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738–762. https://doi.org/10.1002/tesq.148
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research, 91(4), 483–517. https://doi.org/10.3102/0034654321998074
Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research, 91(4), 483–517. https://doi.org/10.3102/0034654321998074
Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765–778. https://doi.org/10.1037/a0015956
Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363–394. https://doi.org/10.1037/0033-295X.85.5.363
Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers & Education, 50(1), 110–124. https://doi.org/10.1016/j.compedu.2006.04.002
Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers & Education, 50(1), 110–124. https://doi.org/10.1016/j.compedu.2006.04.002
Liman Kaban, A., & Karadeniz, Ş. (2021). Children’s reading comprehension and motivation on screen versus on paper. SAGE Open, 11(1), 1–11. https://doi.org/10.1177/2158244020988849
López-Escribano, C., Valverde-Montesino, S., & García-Ortega, V. (2021). The impact of e-book reading on young children’s emergent literacy skills: An analytical review. International Journal of Environmental Research and Public Health, 18(12), 6510. https://doi.org/10.3390/ijerph18126510
Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(1), 1–43. https://doi.org/10.1017/S0261444811000395
Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226–232. https://doi.org/10.1207/S15430421TIP4104_4
Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226–232. https://doi.org/10.1207/S15430421TIP4104_4
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6
Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. https://doi.org/10.1080/10888438.2013.827687
Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. https://doi.org/10.1080/10888438.2013.827687
Segers, E., & Verhoeven, L. (2002). Multimedia support of early literacy learning. Computers & Education, 39(3), 207–221. https://doi.org/10.1016/S0360-1315(02)00034-9
Smeets, D. J. H., & Bus, A. G. (2012). Interactive electronic storybooks for kindergartners to promote vocabulary growth. Journal of Experimental Child Psychology, 112(1), 36–55. https://doi.org/10.1016/j.jecp.2011.12.004
Smeets, D. J. H., & Bus, A. G. (2012). Interactive electronic storybooks for kindergartners to promote vocabulary growth. Journal of Experimental Child Psychology, 112(1), 36–55. https://doi.org/10.1016/j.jecp.2011.12.004
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739. https://doi.org/10.3102/0034654314566989
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739. https://doi.org/10.3102/0034654314566989
Verhallen, M. J. A. J., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98(2), 410–419. https://doi.org/10.1037/0022-0663.98.2.410
Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students’ literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47–87. https://doi.org/10.2190/EC.40.1.c
