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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Edumaspul: Jurnal Pendidikan
Asbar Asbar
Muhammadiyah University of Enrekang
Education Languange, Linguistic, Communication & Media Other

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Flashcard-Assisted Teams Games Tournament (TGT) Model on Students' Reading Ability in Grade 1 SDN 211 Pinrang Fatmawati Fatmawati; Baharuddin Baharuddin; Asbar Asbar
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

This study aimed to describe the implementation of the Teams Games Tournament learning model assisted by flashcards and analyze its effectiveness on the reading ability of first-grade students at Sekolah Dasar Negeri 211 Pinrang. The research employed a quantitative approach with a quasi-experimental nonequivalent control group design, involving 56 first-grade students divided into experimental and control groups, each with 28 students. The experimental group received instruction using the Teams Games Tournament model with flashcards over 10 meetings, while the control group followed conventional learning. Data on reading ability were collected through oral and written tests, as well as observations of teacher and student activities. Data analysis used descriptive statistics to depict reading ability and inferential statistics through a t-test to test hypotheses. The results showed that the Teams Games Tournament model with flashcards was implemented very well, with an average teacher activity implementation rate of 91.8% and student activity at 87.7%. The experimental group’s reading ability significantly improved from an average of 55.68 on the pretest to 78.36 on the posttest, compared to the control group’s increase from 56.25 to 65.32. The t-test yielded a t-value of 5.235, greater than the t-table value of 2.004, with a significance of 0.000, indicating the model’s effectiveness in enhancing students’ reading ability. The reading whole words indicator showed the most significant improvement at 50%
Digital Literacy, Online Reading Strategies, and Reading Comprehension of Efl Junior High School Students in Google Classroom: A Qualitative Study Salsabila Salsabila; Asbar Asbar; Mustakim Mustakim
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 3 (2026): On Proses
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/a7rmye16

Abstract

Prior research has largely assumed that exposure to digital environments naturally promotes critical literacy, yet empirical evidence from junior high school students in low-exposure, policy-constrained contexts remains scarce. This study therefore aims to explore the digital literacy practices and online reading strategies of EFL eighth-grade students when reading English texts through Google Classroom at SMP Negeri 2 Enrekang, a school enforcing a strict no-smartphone policy, in order to understand how institutional constraints shape students’ digital reading engagement. Employing a descriptive qualitative design grounded in the interpretivist paradigm, eight students were selected through purposive sampling. Data were collected via semi-structured interviews, open-ended questionnaires, classroom observation, a reading comprehension task, and documentation, then analyzed using Miles, Huberman, and Saldaña’s (2014) interactive model. Findings reveal that students’ digital literacy remained operational rather than critical, dominated by smartphone-based access, navigation difficulties, and heavy reliance on Google Translate. Online reading strategies were surface-level (skimming, scanning, translation-assisted rereading), while higher-order strategies particularly evaluating were rarely or never observed across any data source. Three reader profiles emerged: the Assisted Decoder, the Task-Oriented Navigator, and the Emerging Strategist. The study concludes that three converging constraints linguistic limitation, institutional device restriction, and instructional absence collectively explain students’ critically underdeveloped digital reading, calling for explicit strategy-focused pedagogy embedded in everyday instruction.
Co-Authors Baharuddin Baharuddin Fatmawati Fatmawati Mustakim Mustakim Salsabila Salsabila