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All Journal Esteem Journal of English Study Programme
Imro'atul Husna Afriani
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Education Social Sciences

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IMPROVING READING COMPREHENSION THROUGH RECIPROCAL TEACHING TECHNIQUE Rama Arisandi; Imro'atul Husna Afriani; Devi Novitasari
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/9468zx22

Abstract

This study investigated the effectiveness of the reciprocal teaching method in enhancing students’ reading comprehension. Employing a quasi-experimental quantitative design, it utilized descriptive texts as instructional materials and analyzed data through pre- and post-tests using JASP software. Normality test results showed significance values of 0.083 (pre-test) and 0.735 (post-test), indicating normally distributed data. Homogeneity tests yielded significance values of 0.849 and 0.108, suggesting equal variances between groups. An independent samples t-test revealed no significant difference in pre-test scores (p = 0.383), but a significant improvement in post-test results (p < 0.001), highlighting the positive influence of reciprocal teaching on reading comprehension and metacognitive skills. Conducted at a junior high school in Banyuwangi, the study involved 30 students 16 in the experimental group and 14 in the control group. In addition to assessing instructional outcomes, the research also explored the broader educational benefits of the method.
DIGITAL STORYTELLING IN READING LITERACY: A STUDY OF STUDENTS PERCEPTIONS AND EXPERIENCES Ropiul Umam; Imro'atul Husna Afriani; Rizki Nurfida Pambayun
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/ybj2xs03

Abstract

This study explores junior high school students’ perceptions and experiences regarding the use of digital storytelling in English reading instruction, specifically in the context of descriptive texts. The primary aim is to examine how digital storytelling affects students’ reading comprehension, motivation, and engagement. Using a qualitative descriptive method, data were gathered through Likert-scale questionnaires and semi-structured interviews involving 15 eighth-grade students from SMP Muhammadiyah 7 Sempu. Thematic analysis supported by triangulation revealed that over 69.70% of respondents expressed positive or neutral views toward digital storytelling, based on responses to 16 questionnaire items. In addition, data from 10 interview questions indicated that multimedia elements like images and audio significantly improved students' understanding and memory retention, while also boosting their motivation and interest in reading. Although some students reported challenges with vocabulary and reading confidence, the majority expressed a preference for digital storytelling over conventional approaches. These findings suggest that digital storytelling holds strong potential as an effective and engaging instructional method for enhancing reading literacy in EFL settings.
Co-Authors Devi Novitasari Rama Arisandi Rizki Nurfida Pambayun Ropiul Umam