Developing an Android-Based English Reading Material for the Eighth Grade Students in Mtsn Karangasem

Rahmanita, Risci Ayu; Ratminingsih, Ni Made; Juniarta, Putu Adi Krisna

doi:10.36663/tatefl.v2i1.179

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…The next research from (Abdalqadir, 2017) who had developed a mobile application to teach English, and the result was that the application should make it easy to learn English as a second language. Rahmanita et al (2021) have also suggested that developing English learning mobile android-based applications helps students interested in learning English language quickly and efficiently because of its coupled interactive features, which have been shown to be very effective in mobile learning activities. Hence, this recent research has developed appropriate mobile learning applications as media in reading comprehension for tenth graders based on the ADDIE model of development (Drljača et al, 2017).…”

Section: A Introductionmentioning

confidence: 99%

Developing Mobile Learning Application as Instructional Media for Reading Comprehension

Shofi¹,

Jannah²

2022

Al-Lisan

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Students nowadays are no longer enjoy reading printed books. They mostly read from their mobile phone or computers' screens. Teachers need to encourage students to read and comprehend texts. Teachers should adopt and adapt technology in teaching reading comprehension to students in light of the rapidly changing existence of technology. The purpose of this research is to develop appropriate media for learning reading. This research has employed Research and Development design based on ADDIE model. This model is used for media development by requiring 5 stages, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The research subjects are the tenth graders and the English teacher. Both the media and language experts validated the developed product. The instruments used in the needs analysis are questionnaires for the students and interviews with the English teacher. The final result is in the form of a mobile application that suits the needs of teachers and students. This media consists of 63 slides. The size of this mobile application is 52 Mb. The developed application consists of three main menus and eleven sub-menus. They are the intro page, loading section, menu page, materials page, core competence page, vocabulary building page, learning summary page, exercise page, glossary page, verb form page, user’s guide page, lesson plan page, description of the product page, and exit page. The result of this research could be seen in the enthusiasm, development, and students’ interest in mobile application media. Therefore, it is recommended for teachers to use mobile applications in teaching reading and for other developers to develop applications for the learning process.

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Section: A Introductionmentioning

confidence: 99%

Developing Mobile Learning Application as Instructional Media for Reading Comprehension

Shofi¹,

Jannah²

2022

Al-Lisan

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Differentiated English Learning Material for Elementary School Students

Ariani,

Mahayanti,

Budiarta

2024

TATEFL

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This study aimed at developing additional materials for digital English textbooks that are differentiated according to the Merdeka curriculum for fifth-grade students in Denpasar schools. By following the D&D method which uses the ADDE (analysis, Design, Development and Evaluation) model from Richey Klein (2014), the data in this study were analyzed using a mixed method, namely quantitative and qualitative analysis. This study explains the defiance presented in the manual so that additional materials are developed based on student needs. The research process begins with analyzing the textbook then compiling a blueprint that will be used in designing additional materials then developing the materials through the Canva application and evaluating those provided by experts and teachers related to additional digital materials. The results show that the material is very effective and suitable for use in fifth-grade elementary schools because the material is in accordance with the students' learning styles. This study was conducted to provide information to educators, researchers in developing differentiated materials according to the Emancipated curriculum and the needs desired by students in the learning process in the classroom through digital media.

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School Literacy Movement and Parents’ Motivation on EFL Students’ Reading Interest

Juliari,

Susila,

Juliani

2024

TATEFL

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This research aims to determine partial and simultaneous positive and significant positive effects between the school literacy movement and parents’ motivation together on the reading interest. This type of research was ex post facto. The population of this research was 251 students and the sample was 70 students determined using random sampling technique. Data collection techniques using questionnaires and non-tests. The data were analyzed quantitatively using multiple regression tests, namely t-test and F-test. However, before the implementation of multiple regression tests, the prerequisite tests were implemented (the normality test, multicollinearity test, and heteroscedasticity test). The finding shows that school literacy movement and parents’ motivation have positive and significant effects on reading interest. It can be concluded that the school literacy movement and parents’ motivation affected the students' reading interests. The school and parents should empower the quality of the school literacy movement and parents’ motivation to improve students’ reading interests.

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Developing an Android-Based English Reading Material for the Eighth Grade Students in Mtsn Karangasem

Cited by 3 publications

References 13 publications

Developing Mobile Learning Application as Instructional Media for Reading Comprehension

Developing Mobile Learning Application as Instructional Media for Reading Comprehension

Differentiated English Learning Material for Elementary School Students

School Literacy Movement and Parents’ Motivation on EFL Students’ Reading Interest

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