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All Journal CONCEPT Indonesian Technology and Education Journal
Leni Febriantika
Universitas Baturaja
Computer Science & IT Education Languange, Linguistic, Communication & Media

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READERS’ THEATER: TO IMPROVE STUDENTS READING FLUENCY AND COMPREHENSION Nopa Yusnilita; Leni Febriantika
Concept : Community Concern for English Pedagogy and Teaching Vol 3 No 2 (2017): July-December 2017
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

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Abstract

Reader’s Theater is one of the strategies that use as a motivational strategy to promoting fluency and comprehension growth for the students especially. Readers’ theater offers students an opportunity for interpretive oral reading as they use voices, facial expressions, and hand gestures to interpret characters in stories. Readers’ theater builds readers’ confidence, brings stories to life through performance, animates content areas, and improves reading ability, comprehension, and oral reading skills.The objective of this study was to find out whether it is significantly difference on students` reading fluency and comprehension between the students who are taught by using reader theater and those who are not. And to find out the factors that affect the students reading comprehension by using Readers Theater. In doing this research, the writer used experimental method; she used one of pre-experimental designs. The participant in this study is the fourth semester students of English Study Program Baturaja University was 20 students from A.II.1. Based on the finding from statistical analysis, it was found that the mean between posttest and pre-test pair was 19.150,. The value of tobtained was 17.665 which was higher than the ttable (from df (n - 1 = 19) was 17,665. And it could be concluded that the used of Readers’ Theater could improve students’ reading fluency and comprehension. It was seen from the differences between the students’ mean score in pre-test and post-test in which the post-test was higher than pre-test. In implementing the readers’ Theater most of the students along this activities all of the students could played their role, express and enjoy reading the script, and it also could contribute to improvement in students’ reading skill. Key Words: Readers’ Theater, Reading Fluency, and Reading Comprehension
Development of Interactive Learning Multimedia for Primary Science Education: An Alessi and Trollip Model Approach Partini; Leni Febriantika; Heni Rita Susila
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1137

Abstract

Low learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade students at SD Negeri 14 OKU prompted this study. The predominance of conventional teaching methods and inadequate use of interactive learning media had led to monotonous learning conditions, reduced student engagement, and less meaningful educational experiences. This study aimed to develop PowerPoint-based interactive learning multimedia for fourth-grade IPAS instruction that meets the criteria of validity and practicality as judged by expert validation and student response data. A Research and Development (R&D) method was employed, guided by the Alessi and Trollip instructional design model and Tessmer's formative evaluation framework. The development stages encompassed planning, design, production, expert validation, and sequential field trials including one-to-one evaluation, small group evaluation, and field testing. Data were gathered through expert validation sheets and student response questionnaires. Results indicated that the developed multimedia achieved strong feasibility levels: media expert validation reached 87.5%, materials expert validation 88.2%, and instructional design expert validation 84.4%, yielding an overall average of 86.7% (Excellent category). Student trial outcomes showed progressive improvement in perceived practicality: 85.6% in one-to-one evaluation, 87.6% in small group evaluation, and 89.4% in field testing, all within the good-to-excellent range. These findings confirm that the PowerPoint-based interactive learning multimedia is valid and practical, and shows strong promise for supporting student engagement and perceived comprehension in IPAS at the elementary school level. Future research employing pre-test and post-test designs is recommended to provide stronger evidence of direct learning outcome gains.
Co-Authors Heni Rita Susila Nopa Yusnilita Partini