<![CDATA[Many students have difficulty in understanding English reading passages. This was specially revealed by the needs survey conducted prior to this study. This study aims to develop a multimodal interactive Digital Pocketbook to support the learning process, particularly reading of procedural texts among eighth-grade junior high school students. Three objectives serve as guidelines in this study: (1) to describe the process of developing the Digital Pocketbook, (2) to evaluate the feasibility of the Digital Pocketbook, and (3) to investigate the responses of students’ and teacher to the Digital Pocketbook. This study employed a Research and Development (R&D) model based on the ADDIE model developed by Branch. The participants consisted of 10 students in a Small-scale trial and 32 eighth-grade students in a Large-scale trial. Media and content experts were also involved. Data were collected through expert validation sheets, student and teacher response questionnaires, and field notes. The research results indicate that: (1) the product can be developed systematically through the five stages of the ADDIE model; (2) both media experts rated the product as “Very Feasible”, with an average score of 97.92% from the media experts, while the subject matter expert assigned a score of 95.62%, also falling into the “Very Feasible” category; and (3) the results of the response questionnaires indicated that all evaluations fell into the "Very Feasible" category. Students' responses reached 89.25% in the Small-scale trial and 88.04% in the Large-scale trial, while the teacher's response achieved 95%. These findings indicate that the Digital Pocketbook, which integrates text, text-to-speech audio, video, and interactive quizzes, serves as a practical and effective reading support tool for eighth-grade students in learning about procedure texts.]]>
