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All Journal ALACRITY : Journal Of Education Journal of English Education
Nurhasanah, Indri
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Education Languange, Linguistic, Communication & Media Other

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Using Fables to Assist Students in Enhancing Their Reading Comprehension Saputra, Frian; Kurniawati, Ari; Dewi, Nurmala; Nurhasanah, Indri; Hartati, Berli
Journal of English Education Vol. 1 No. 1 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i1.150

Abstract

The main problem in this study was "Is it effective to teach reading comprehension by using fables to the eleventh-grade students at SMK Rawas Hulu?". The objective of this study is to find out whether or not teaching narrative text by using fables to eleventh-grade students at SMK Rawas Hulu is effective. The method used in this study was the quasi-experimental method. The population of this research was the eleventh-grade student at SMK Rawas Hulu in the academic year of 2022/2023. The population was 240 students, and 240 students were taken as samples, which were chosen through purposive sampling in the form of convenience sampling. The written test was used to collect the data and analysed through paired samples t-test. The result of this study proved that are the fables effective for teaching reading comprehension by using fables to the eleventh-grade students at SMK Rawas Hulu, it is proved by the degree of freedom (df) 33, sig with 2-tailed 0,000. T- obtained shows that the alternative hypothesis with 95% (0,05) of the significant level was accepted because the result of paired samples t-test was 3.088 which exceeded the t-table value was 2,042 as its critical value under 0,05 significant levels. Besides, the alpha value It (0,000) was less than 0,05. it indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that Teaching Reading Comprehension by Using Fables to The Eleventh Grade Students at SMK Rawas Hulu was effective.
Unlocking Better Reading Skills: How Multimedia and Interactive Tools Make a Difference Nurhasanah, Indri; Firdaus, Masagus
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.782

Abstract

Using multimedia and interactive tools in reading instruction has become more popular as a way to improve student engagement and understanding in an increasingly digital educational environment. The effectiveness of these digital resources which include interactive apps, educational games, and e-books in enhancing reading abilities across a range of learner profiles is investigated in this paper. This study synthesizes information from 35 peer-reviewed articles published between 2020 and 2024 using a qualitative research methodology. The review demonstrates the potential of multimedia technologies to create a more dynamic learning environment by highlighting important advantages including improved motivation, comprehension, and differentiation of instruction. The study does, however, also address some significant shortcomings, such as teacher readiness, content quality, equity concerns, cognitive overload, and reliance on technology. In order to optimize learning outcomes, these criteria highlight the need for thorough educator training and fair access to digital resources. This article offers insightful information for educators and government official who want to incorporate technology in a way that promotes reading development by outlining both its advantages and disadvantages. The results imply that although multimedia tools have the potential to revolutionize literacy instruction, their application needs to be carefully considered to guarantee the best possible learning outcomes.
Unlocking Better Reading Skills: How Multimedia and Interactive Tools Make a Difference Nurhasanah, Indri; Firdaus, Masagus
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.782

Abstract

Using multimedia and interactive tools in reading instruction has become more popular as a way to improve student engagement and understanding in an increasingly digital educational environment. The effectiveness of these digital resources which include interactive apps, educational games, and e-books in enhancing reading abilities across a range of learner profiles is investigated in this paper. This study synthesizes information from 35 peer-reviewed articles published between 2020 and 2024 using a qualitative research methodology. The review demonstrates the potential of multimedia technologies to create a more dynamic learning environment by highlighting important advantages including improved motivation, comprehension, and differentiation of instruction. The study does, however, also address some significant shortcomings, such as teacher readiness, content quality, equity concerns, cognitive overload, and reliance on technology. In order to optimize learning outcomes, these criteria highlight the need for thorough educator training and fair access to digital resources. This article offers insightful information for educators and government official who want to incorporate technology in a way that promotes reading development by outlining both its advantages and disadvantages. The results imply that although multimedia tools have the potential to revolutionize literacy instruction, their application needs to be carefully considered to guarantee the best possible learning outcomes.
Co-Authors Hartati, Berli Kurniawati, Ari Masagus Firdaus, Masagus Nurmala Dewi, Nurmala Saputra, Frian