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All Journal Socia : Jurnal Ilmu-Ilmu Sosial Jurnal Natapraja : Kajian Ilmu Administrasi Negara Halaman Olahraga Nusantara : Jurnal Ilmu Keolahragaan GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Kesehatan Journal of Social Studies (JSS) Jurnal Pengabdian kepada Masyarakat Journal Of Academia In English Educations (JADEs) Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Jurnal Adijaya Multidisiplin ETERNAL: English Teaching Journal
Utami Dewi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : ETERNAL: English Teaching Journal

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Reading Comprehension through Multimodal Literacy Approach for English Education Daulay, Ernita; Utami Dewi
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1910

Abstract

In the digital era, reading comprehension of multimodal texts that integrate written language with images, videos, and interactive elements has become crucial yet challenging for many students. This mixed-methods study investigated the effectiveness of a multimodal instructional approach in enhancing reading comprehension among 120 Indonesian high school students. The quantitative component employed a quasi-experimental design with pre/post reading comprehension tests, while the qualitative component utilized observations and interviews. The results revealed that the experimental group receiving multimodal instruction achieved significantly higher reading comprehension scores compared to the control group receiving traditional text-based instruction (F(1, 117) = 12.68, p < .001, ηp2 = .098). The multimodal approach was particularly beneficial for students with lower initial reading proficiency levels. Qualitative data indicated increased engagement, motivation, comprehension facilitation, accommodation of diverse learning styles, and the need for technology integration support and instructional scaffolding. The findings align with multimedia learning theory and differentiated instruction principles, providing empirical evidence supporting the integration of multimodal elements to create engaging, accessible, and effective reading experiences. Implications for teacher professional development, curriculum design, and future research directions are discussed. Overall, this study contributes to the growing literature on multimodal literacy pedagogy and offers practical insights for enhancing reading instruction in the 21st century multimedia landscape.
Co-Authors Amanda Amanda Asmutiar Asmutiar Darwitri, Darwitri Elsa Muliani Sukma Ernita Daulay Fidyah Aminin Fionie Tri Wulandari Henry Maksum Heri Rustanto, Heri Ilham Surya Fallo Inda Lestari Kurnia Nur Fitriana Lena Satlita Marita Ahdiyana Mira Fuzita, Mira Mohamad Sabransyah Muhammad Suhairi Mukodri, Dewi Mey Lestanti Nevi Hardika, Nevi Nursyahrina Lubis Putri Rezeki Rahma, Alleyza Rahma Rahmadona Ratih Murni Nurrohim Rio Wardhani Sugi Rahayu Whalsen Duli Agus Lauh Yanuardi Yanuardi Zainal Arifin