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All Journal Jurnal Bahasa Lingua Scientia Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal UTAMAX : Journal of Ultimate Research and Trends in Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Anglophile Journal DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Pangulu Abdi: Jurnal Pengabdian Kepada Masyarakat Lestari: Jurnal Pengabdian Kepada Masyarakat
Aisyah, Sitti
Fakultas Keguruan Dan Ilmu Pendidikan Universitas Muslim Maros
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency Sitti Aisyah; Nuraeni Nuraeni
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v9i2.6234

Abstract

This research aimed to determine students’ English language proficiency after conducting an experiment. A method that was implemented was the use of a digital multimodal textbook application called Book Creator. This method focused on teaching students the English language using a digital textbook that promoted multimodality. In the test book, some modes were applied (teacher’s voice recorded, videos from the internet, and pictures). This research was a pre-experimental method that used one group sample. The research data was collected to measure the effectiveness of the method using pre-and post-test as the research instrument. From the data, it was found that the use of a digital multimodal textbook gave improvement to most of the student's English language proficiency. However, a few students only experienced a little improvement. The data shows that there was a significant difference in students’ scores between the pre-and post-test. The mean score in the pre-test was 47.81with the minimum score being 26 before the treatment. Meanwhile, after the application of the digital multimodal textbook, the mean score of the post-test encountered improvement to 65.50 and the minimum score was 40. From the data, it was revealed that even though most of the students gained a better understanding after the treatment. However, a few students still had difficulty upgrading their English language proficiency.
The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency Sitti Aisyah; Nuraeni Nuraeni
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 2 (2022): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v9i2.6234

Abstract

This research aimed to determine students’ English language proficiency after conducting an experiment. A method that was implemented was the use of a digital multimodal textbook application called Book Creator. This method focused on teaching students the English language using a digital textbook that promoted multimodality. In the test book, some modes were applied (teacher’s voice recorded, videos from the internet, and pictures). This research was a pre-experimental method that used one group sample. The research data was collected to measure the effectiveness of the method using pre-and post-test as the research instrument. From the data, it was found that the use of a digital multimodal textbook gave improvement to most of the student's English language proficiency. However, a few students only experienced a little improvement. The data shows that there was a significant difference in students’ scores between the pre-and post-test. The mean score in the pre-test was 47.81with the minimum score being 26 before the treatment. Meanwhile, after the application of the digital multimodal textbook, the mean score of the post-test encountered improvement to 65.50 and the minimum score was 40. From the data, it was revealed that even though most of the students gained a better understanding after the treatment. However, a few students still had difficulty upgrading their English language proficiency.
Challenges of Digital Learning in English Reading Classrooms: A Qualitative Study of Students with Diverse Learning Styles Zul Astri; Nuraeni Nuraeni; Isnaeni Wahab; Sitti Aisyah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.19230

Abstract

The integration of digital learning tools has transformed teaching and learning practices, particularly in English reading classrooms. While digital learning offers flexibility and access to diverse multimedia resources, its effectiveness is influenced by students’ varied learning styles. This study aims to examine the challenges experienced by visual, auditory, and kinesthetic learners in digital English reading environments. A qualitative case study design was employed. Data were collected from 64 undergraduate students using the Barsch Learning Style Inventory, from which 15 participants representing different learning styles were purposively selected for in-depth interviews. The participants were drawn from a private university and had prior experience with both face-to-face and digital learning contexts. The findings reveal several key challenges, including internet connectivity issues, screen-related discomfort, device limitations, limited interactivity, and digital distractions. These challenges affect learners differently: visual learners struggle with limited visual interaction, auditory learners are affected by disrupted audio input, and kinesthetic learners face difficulties engaging in less interactive environments. The study highlights that digital learning challenges are not experienced uniformly but are shaped by learners’ preferences. It underscores the need for more inclusive and multimodal digital learning designs to enhance student engagement and learning outcomes.
Co-Authors Anthoneta Mirino Dewi Wardah Mazidatur Rohmah Fahrul Nurfadhilat Haspia Latauga Heriyanti Tahang Isnaeni Wahab Isnaeni Wahab Isnaeni Wahab Lena Lena Musahrain Musahrain Nashruddin Nashruddin, Nashruddin Nuraeni Nuraeni Nuraeni Nuraeni Nuraeni, Nuraeni Nuraziza Aliah Nurul Atira Nurul Fachrunnisa Nurul Fachrunnisa Safitri Annisa Siti Hadianti Siti Hardianti Sitti Jamilah Syahira Syahira Tahang, Heriyanti Tanasy, Novalia Taslim Taslim Zul Astri Zul Astri