The USE OF MULTIMODAL TEXT IN ENHANCING ENGINEERING STUDENTSâ€™ READING SKILL

Cahyaningati, Desi Tri; Lestari, Lies

doi:10.26858/ijole.v2i2.6360

Cited by 9 publications

(10 citation statements)

References 2 publications

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“…One of the reading processes that occur in reading activities is decoding [25] and driven activities [26]. Meanwhile, reading as a result of communication achievements in the process of transactions or negotiations takes place between readers and writers [27]. These achievements can be in the form of ideas or thoughts which are then called reading comprehension.…”

Section: Reading Skillsmentioning

confidence: 99%

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The Effectiveness of ECOLA Technique to Improve Reading Comprehension in Relation to Motivation and Self-Efficacy

Haerazi¹,

Irawan

2020

Int. J. Emerg. Technol. Learn.

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This study was aimed at finding out whether; (1) the use of the Extending Concept through Language Activities (ECOLA) technique is more effective than brainstorming technique in teaching reading comprehension; (2) there is any difference of reading comprehension achievement of students taught by using ECOLA technique; and (3) there is an interaction between ECOLA technique, motivation, and self-efficacy towards students' reading comprehension. This study is a quasi-experimental research with a nonequivalent group design. Two classes were taken as the sample by using cluster random sampling. One class, as an experimental class, was taught by using the ECOLA technique. Another class, as a control class, was taught by employing the brainstorming technique. To attain the data, instruments in the form of a reading test and the questionnaires were employed. Afterwards, the data were analyzed by using Multifactor Analysis of Variance (Two Way ANOVA). The finding of this study showed that; (1) the ECOLA technique was more effective than the brainstorming technique in teaching reading comprehension; (2) there was the difference of reading achievement of students taught using the ECOLA technique viewed from the motivation and self-efficacy and it was indicated by the value of sig. (0.001) and (0.004); and (3) there was the interaction between ECOLA technique and self-efficacy towards students’ reading comprehension but there was no interaction between the technique and motivation. In addition, there was no significant interaction between the technique, motivation, and self-efficacy because it was indicated by the value of sig (0.302) was higher than significant level 0.05. To improve students’ reading comprehension, the ECOLA technique is recommended and the attention of moderate variables is encouraged.

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Section: Reading Skillsmentioning

confidence: 99%

“…Reading is not a passive process but active [27] and [28]. The reader actively tries to capture the contents of the reading.…”

Section: Reading Skillsmentioning

confidence: 99%

The Effectiveness of ECOLA Technique to Improve Reading Comprehension in Relation to Motivation and Self-Efficacy

Haerazi¹,

Irawan

2020

Int. J. Emerg. Technol. Learn.

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“…In addition, some evidence has shown that the use of various modes may bring benefits to students' English learning and teachers' instructional practices. For instance, a study conducted by Cahyaningati and Lestari (2018) reveals the efficacy of multimodal text concerning reading proficiency. Moreover, a multimodal text was found to have the potential to foster students' critical thinking (Al-Qahtani, 2019).…”

Section: Introductionmentioning

confidence: 99%

The visual-verbal text interrelation: Lessons from the ideational meanings of a phonics material in a primary level EFL textbook

2021

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The interrelation between verbal and image represented in a textbook is one of the prominent issues that should be taken into account. If the interrelation between these modes is presented in a textbook properly and aptly, students' outcomes of a particular material, such as phonics, may be entrenched and fostered. Thereby, this study aimed to scrutinize the interrelation between the verbal and image represented in the phonics material, which was to the best of the writer's knowledge concerning studies scrutinizing the phonics materials vis-à-vis multimodal text was still limited. Furthermore, a qualitative research method using content analysis was employed to investigate the analysis unit, namely the phonics material taken from one primary level EFL textbook. Besides, Royce's (1998, 2002, 2007) Intersemiotic Complementarity and Kress and van Leeuwen's (2006) Grammar of Visual Design involving one of the metafunctions deriving from Halliday's Systemic Functional Linguistics, ideational metafunction was employed. The findings revealed that a multimodal text encompassing the phonic material was, in fact, had fruitful meanings manifested in various modes, and there was a synergy found between the visual and verbal meanings realized by the ideational intersemiotic complementarity.

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“…The reading difficulties effect low reading comprehension skills. In the meantime, multimodal texts become more popular in education particularly in reading materials (Cahyaningati & Lestari, 2018) and advanced reading skills are essential for success of students (Marschall & Davis, 2012). In this case, A reading skill is a cognitive ability which a person is able to use when interacting with the written texts (Bojovic, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…In the similar vein, Boshrabadi & Biria (2014) explored the efficacy of multimodal vs. print-based texts for teaching reading comprehension skills to Iranian high school third graders. Moreover, Cahyaningati & Lestari (2018) explored the use of multimodal text in enhancing reading skills.…”

Section: Introductionmentioning

confidence: 99%

Developing Students� Reading Skill Through Making Multimodal Inferences

Nurviyani

Suherdi

Lukmana

2020

ERJEE

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This present study investigated the development of students� reading skills through making multimodal inferences. Moreover, the students� difficulties in making multimodal inferences were explored. This study applied a classroom action research by involving twenty students studying at English education program in West Java. Three instruments covering reading tests of making multimodal inference, classroom observations, and questionnaire were conducted as data collections of this study. The results of this study indicate that the students� reading skills improved significantly after making multimodal inferences. In the first cycle, sixty three percent of all students achieved the score more than seventy. Meanwhile, in the second cycle, eighty five percent of all students reached the score more than eighty-seven. It is reflected on the data gained from reading tests, classroom observations, and questionnaire. The findings show that almost all students achieved meaningful progress of reading skills through making multimodal inferences that they were able tomake inferences visually and verbally by using the clues of the texts and integrating it with their background knowledge, creating mental images in their minds, distinguishing between literal and implied meanings, implementing some reading strategies before, during, and after reading the text, and manifesting their inferences visually and verbally on Canva application. Thus, they were able to master micro and macro skills of reading comprehension and comprehend the multimodal texts completely.However, in making multimodal inference, some students got troubles in integrating visual and verbal aspects because of incomplete background knowledge in their minds. Therefore, the manifestation of their multimodal inferences was presented partially.

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The USE OF MULTIMODAL TEXT IN ENHANCING ENGINEERING STUDENTSâ€™ READING SKILL

Cited by 9 publications

References 2 publications

The Effectiveness of ECOLA Technique to Improve Reading Comprehension in Relation to Motivation and Self-Efficacy

The Effectiveness of ECOLA Technique to Improve Reading Comprehension in Relation to Motivation and Self-Efficacy

The visual-verbal text interrelation: Lessons from the ideational meanings of a phonics material in a primary level EFL textbook

Developing Students� Reading Skill Through Making Multimodal Inferences

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