Enhancing Reading Comprehension and Reading Interest of Eighth-Grade Junior High Students through Interactive Digital Platforms

Dian  Marini; Aswadi  Jaya; Tahrun Tahrun

Authors

Dian Marini SMP Negeri 2 Kayuagung, Indonesia Author
Aswadi Jaya Universitas PGRI Palembang, Indonesia Author
Tahrun Tahrun Universitas PGRI Palembang, Indonesia Author

Keywords:

Interactive Digital Platforms, Reading Comprehension, Reading Interest and Motivation, Junior High School English Learning.

Abstract

Integrating interactive digital platforms has emerged as a cutting-edge educational strategy in the contemporary digital era to improve student engagement and academic performance. The purpose of this study is to investigate how well interactive digital platforms can enhance eighth-grade junior high school students' reading interest and comprehension in English learning environments. 60 eighth-grade students from a public junior high school in Kayuagung, Indonesia, were split into control and experimental groups as part of a quasi-experimental study design. Interactive digital learning platforms including Quizziz, Google Classroom, and Wordwall, which enabled real-time feedback, multimedia resources, and group reading assignments, were used to train the experimental group. The control group, on the other hand, received instruction using traditional techniques, which mostly involved teacher-centered activities and printed texts. Reading interest surveys and reading comprehension pre-tests and post-tests were used to gather data. The findings showed that, in comparison to the control group, children who were exposed to interactive digital platforms significantly improved their reading comprehension and exhibited greater motivation and enthusiasm in reading. These results show that using interactive digital platforms helps kids develop positive attitudes regarding reading in addition to improving their literacy skills. The study emphasizes how crucial technology-mediated reading teaching is for fostering deeper comprehension, engagement, and long-term motivation in junior high school students in the digital age.

References

Al-Mekhlafi, A. M., & Al-Mahrooqi, R. (2021). Exploring the impact of digital platforms on EFL students’ reading comprehension and motivation. Journal of Language and Education Research, 8(2), 34–48. https://doi.org/10.24093/awej/vol8no2.3

Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702

Anderson, N. J. (2020). Active skills for reading: Teaching reading comprehension in the digital age. TESOL Quarterly, 54(4), 915–929. https://doi.org/10.1002/tesq.591

Azizi, M., & Hashim, H. (2022). Enhancing students’ reading motivation through interactive digital learning tools in ESL classrooms. International Journal of Academic Research in Progressive Education and Development, 11(1), 102–116. https://doi.org/10.6007/IJARPED/v11-i1/12071

Bai, Y. (2022). An analysis model of college English classroom patterns using LSTM neural networks. Wireless Communications and Mobile Computing, 2022, 1–10. https://doi.org/10.1155/2022/6477883

Cahyono, B. Y., & Widiati, U. (2021). Digital reading platforms and Indonesian EFL learners’ comprehension skills: A quasi-experimental study. Studies in English Language and Education, 8(3), 932–948. https://doi.org/10.24815/siele.v8i3.20781

Che-Aron, Z., & Matcha, W. (2023). Project-based learning with gallery walk: The association with learning motivation and achievement. International Journal of Modern Education and Computer Science, 15(5), 1–13. https://doi.org/10.5815/ijmecs.2023.05.01

Chen, Y. C., & Wang, M. (2023). The effects of multimedia-supported reading instruction on EFL learners’ comprehension and motivation. Computers & Education, 194, 104683. https://doi.org/10.1016/j.compedu.2022.104683

Dwivedi, A., & Dwivedi, P. (2022). Interactive digital pedagogy for enhancing reading engagement in middle school learners. Education and Information Technologies, 27(5), 6495–6512. https://doi.org/10.1007/s10639-022-11041-8

Han, S., & Shin, D. (2020). Digital storytelling and reading comprehension: Integrating technology in EFL instruction. Language Learning & Technology, 24(1), 90–108. https://doi.org/10.10125/44712

Hasan, N., & Ismail, M. (2024). Technology-mediated reading: Investigating students’ attitudes toward interactive learning platforms in secondary schools. Indonesian Journal of English Language Teaching, 19(1), 45–63. https://doi.org/10.25170/ijelt.v19i1.1413

Hussain, I., Akhter Farhat, P., English, M. P., Tehsil Sheikhupura, O., & Sheikhupura, D. (2023). Impact of visual aids and pictorial images on creative writing skill of ESL students at secondary level.

Jin, S. (2023). Speaking proficiency and affective effects in EFL: Vlogging as a social media-integrated activity. British Journal of Educational Technology, 55(2), 586–604. https://doi.org/10.1111/bjet.13381

Klimova, B. (2021). Evaluating the effectiveness of online tools in developing reading comprehension among secondary school students. Education and Information Technologies, 26(2), 1831–1842. https://doi.org/10.1007/s10639-020-10346-4

Kurniawati, D., & Rahman, A. (2022). Interactive e-learning media and its impact on students’ reading literacy: Evidence from junior high schools in Indonesia. Asia-Pacific Journal of Research in Education, 15(2), 75–91. https://doi.org/10.26877/apjre.v15i2.28940

Liu, Y., & Zhang, L. (2021). Digital engagement and EFL reading proficiency: The role of interactivity and feedback. British Journal of Educational Technology, 52(5), 2031–2047. https://doi.org/10.1111/bjet.13109

Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2024936

Merta, L. W. S., Ratminingsih, N. M., & Budasi, I. G. (2023). The integration of technology in English language teaching to stimulate students’ critical thinking. Language Circle: Journal of Language and Literature, 17(2), 333–341. https://doi.org/10.15294/lc.v17i2.39097

Nugraha, A. E., & Suyatmin. (2021). Peningkatan hasil belajar dan aktivitas belajar siswa melalui penggunaan metode demonstrasi pada mata pelajaran matematika di SD Negeri 2 Neglasari Tasikmalaya. JIEES: Journal of Islamic Education at Elementary School, 2(1), 12–21.

Rahmawati, A., & Utami, D. (2022). The influence of digital platforms on students’ reading motivation in Indonesian EFL classrooms. Indonesian Journal of Applied Linguistics, 12(1), 167–178. https://doi.org/10.17509/ijal.v12i1.45061

Raoofi, S., & Alavi, S. M. (2021). Gamified digital reading environments and learners’ engagement: A mixed-method study. ReCALL, 33(3), 293–310. https://doi.org/10.1017/S095834402100007X

Revniuk, V., & Bátyi, S. (2023). The relationship between bilingual language control and language dominance: An empirical study of visual language perception. East European Journal of Psycholinguistics, 10(2), 144–162. https://doi.org/10.29038/EEJPL.2023.10.2.REV

Rojabi, A. R. (2021). EFL learners’ perceptions on Schoology use in the reading class. VELES Voices of English Language Education Society, 5(1), 10–26. https://doi.org/10.29408/veles.v5i1.3219

Sari, D. M. M., & Wardhani, A. K. (2020). Critical thinking as learning and innovation skill in the 21st century. Journal of English Language and Pedagogy, 3(2), 27–34. https://doi.org/10.36597/jelp.v3i2.8778

Sari, E. P., & Zaim, M. (2023). Integrating technology-based reading instruction to improve EFL learners’ literacy and engagement. Journal of English Language Teaching and Linguistics, 8(2), 201–218. https://doi.org/10.21462/jeltl.v8i2.240

Suprapto, A., & Ningsih, T. (2021). Teachers’ perceptions of digital media in promoting reading comprehension among secondary students. Indonesian Journal of EFL and Linguistics, 6(2), 321–339. https://doi.org/10.21462/ijefll.v6i2.309

Wahyuni, F., & Hidayat, M. (2023). The use of interactive digital platforms to improve reading interest and comprehension among Indonesian junior high school students. TEFLIN Journal, 34(2), 211–230. https://doi.org/10.15639/teflinjournal.v34i2.211

Zhao, J., & Chen, H. (2020). Exploring the effect of online collaborative reading on students’ comprehension and motivation. Educational Technology Research and Development, 68(4), 2015–2034. https://doi.org/10.1007/s11423-020-09748-5