Print-Based Texts or Digitized Versions: An Attitudinal Investigation Among Senior High School Students

Alieto, Ericson; Eijansantos, Abee M.; Morgia, Jeraldine dela Rama –; Ricohermoso, Criselda

doi:10.2139/ssrn.3615800

Cited by 3 publications

(3 citation statements)

References 38 publications

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“…In using smartphones, there are several positive impacts in general, namely smartphones make it easier for us to communicate with people we cannot reach, add insight and make it easier for us to solve all problems. In the use of smartphones, there are also several negative impacts, including according to Alieto et al, (2020) Mentioned that that a smartphone enthusiast will often open or check his smartphone an average of 1,500 times every day, that's why someone will rarely socialise with people around him, he will only focus on smartphones. Then, another negative impact is that someone who uses a smartphone will have poor sleep quality, because someone is too inattentive and is addicted to a smartphone and he will also not be able to focus on lessons.…”

Section: The Fact Of Technology Nowdays Influence Reading Interestmentioning

confidence: 99%

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A Correlational Study of Gadget Used Towards Reading Interest

Chadijah,

Syariatin,

Rohmiyati

et al. 2023

E-CLUE

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The purpose of this study was to determine the relationship between the use of gadgets and reading interest of class XII students in one of the high schools. The approach in this study uses descriptive quantitative methods with a correlation approach. The population of this study were all XII grade students and the sample used was 30 students. The technique used in sampling is proportional stratified random sampling. Data collection was carried out using questionnaires, observation and documentation. Variable measurement was carried out using a questionnaire with a Likert scale. The data analysis technique is descriptive analysis and correlation test. The results of this study found that there is a relationship, where the use of smartphones affects students' reading interest. Based on the result the product moment correlation test analysis with a value of X ̅ = 67,77 and Y ̅ = 80,4 resulting in r = 0,949 meaning that there is a significant correlation between gadget used toward reading interest. This evidenced by the value of the product moment coefficient which shows that r> 0.01. Therefore, Teachers/parents are expected to be able to minimise students' gadget use, in addition, the role of teachers/parents in motivating providing reading materials or reading activities can be one aspect of supporting students' interest in reading.

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Section: The Fact Of Technology Nowdays Influence Reading Interestmentioning

confidence: 99%

“…), books, and so on can increase knowledge. For students, reading can be useful to support learning activities at school (Alieto et al, 2020). By reading books and scientific literature, students can follow school activities well.…”

Section: Introductionmentioning

confidence: 99%

A Correlational Study of Gadget Used Towards Reading Interest

Chadijah,

Syariatin,

Rohmiyati

et al. 2023

E-CLUE

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“…For example, the development and implementation of platforms like U-Msg emphasize the need for such comprehensive approaches. Such research would not only benefit EFL educators in making informed decisions but also assist app developers in refining and enhancing their offerings (Katsarou et al 2023;Liu and Yan 2021;Gren 2020;Ongoro and Fanjiang 2023;Alieto et al 2020). In conclusion, the ultimate aim of this line of inquiry is to optimize the EFL learning experience.…”

Section: Introductionmentioning

confidence: 99%

Comparative Efficacy of Elsa and English Speaking Practice: A Quasi-Experimental Study on EFL Learning Outcomes

Arbain,

Widi Syahtia Pane,

Raodah Mifdtahul Jannah

2023

eduvelop

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In an era where digital learning tools are reshaping the educational landscape, selecting the right language learning application becomes paramount, especially for institutions aiming to enhance their students' English proficiency. While numerous language applications exist, only a few are accessible without cost. This study zeroes in on two such free applications: ELSA and English Speaking Practice. The choice of these apps aimed to discern the instructional differences and their subsequent impact on learners. Conducted at SMK Negeri 17 Samarinda, the research involved two experimental classes: X Pharmacy 4 (33 students) and X Medical Laboratory Technology 1 (34 students). Using a Quasi-Experimental design, the study employed quantitative methods, including pre-test and post-test evaluations, to gauge the comparative effectiveness of the apps. The results were illuminating: the class utilizing ELSA witnessed a proficiency uptick of 15.21%, whereas the English Speaking Practice class observed a 13% increase. With a p-value of 0.000 <0.05, the data conclusively shows significant disparities in the efficacy of the two applications. This research underscores the importance of judiciously selecting digital tools in EFL contexts, ensuring optimal learning outcomes.

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