Reading English Texts through Telegram App: Indonesian Vocational Students’ Perceptions

Abstract

This study investigates how the students perceive the use of Telegram on their reading comprehension. For this purpose, 104 students in an Indonesian vocational school who are from various majors are selected to fulfil an online questionnaire about Telegram acceptance for learning English. Then, its result is compared to the score of students’ reading comprehension. For its validity of reading comprehension achievement, this study employs construct validity of the reading text that the English teacher gives. Accordingly, this study reveals a weak correlation between how the students perceive the use of Telegram and the students’ reading comprehension. It is signified by the correlation between the two variables of interest .364 which is significant at the .000 level. It indicates that the student’s perception and the reading comprehension for this set of data are significant but in a weak relationship. This may be caused by the reading strategy, reading text that is not exactly valid and Telegram function which comprises merit and demerit.

The Implementation of Telegram in Reading Class to Improve Students’ Skimming and Scanning Skills

“…Additionally, Telegram enables autonomous learning, fosters a friendly and welcoming atmosphere, and facilitates connectivity between students and teachers. These findings align with those of Suci et al (2022), who concluded in the study that the integration of the media in the class creates good chances for enjoyable experiences in learning the language and promotes an interactive classroom environment. In conclusion, incorporating Telegram as a teaching application offers an alternative approach to generating student interest and creating a comfortable atmosphere during English instruction.…”

“…The availability of learning resources can significantly impact students' reading scores, particularly their scanning and skimming scores. Anggraini & Cahyono (2020) and Suci et al (2022) claimed that technological tools provide intrinsic incentives for learners in terms of reading comprehension, which can positively influence their performance, especially in reading. The motivating aspects of new technological tools and environments were evident in this research, as most learners willingly participated in instructional activities.…”

“…In this type of questionnaire, participants were presented with a predetermined set of statements and demanded to answer "yes" or "no" responses according to the questions (Creswell & Creswell, 2018). The questionnaire used in the study was adapted and modified from the questionnaire developed by Suci et al (2022) and Wijayanti et al (2022), to assess students' attitudes regarding the implementation of Telegram in reading classes, especially with the purpose to improve scanning and skimming skills. The survey was distributed to respondents through Google Forms, as this method allowed for the collection of a substantial amount of data from numerous participants within a short period.…”

Click It: The Effect of Integrating Socrative and KWL on Students’ Academic Reading Comprehension

“…Moreover, Socrative and Moodle in this research do not provide any features that can attract the students' learning interactions. Therefore, reading comprehension may be influenced not only by the use of technology (Suci et al, 2022).…”