The Potential Effect of Developed Reader Response Strategy-Based Mobile Reading for Students’ Establishing Character and Comprehension Achievement

Abstract

Mobile learning is nowadays utilized by educators to meet the students’ mode of learning in this digital era. This current study’s objective is to develop the mobile learning of reading based reader response strategy for comprehension achievement and character establishment of the eleventh grade students of SMAN 4 Lubuklinggau with 29 student. By employing development research with Analysis, Design, Development, Implementation, and Evaluation (ADDIE) research design , reading test material was delivered to determine the potential effect of students. The result of the study were: the developed product for reading material was effective by showing 26 students (89.65%) out of 29 students achieved the minimum mastery criterion (70) and the students’ answers showed students’ moral knowing and moral feeling in relation to the character building. In term of moral knowing, it showed that students comprehension about moral value inside texts. Students were able to put themselves in moral knowing stage of character building. Besides, the students expressed what they felt and what should they do if they should face the condition.

Developing descriptive reading materials in EFL classes by utilizing the local culture

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Technological Pedagogical and Content Knowledge (Tpack) Perception of English Education Students

“…It was because technology had an important role in promoting activities for learners and a significant effect on teachers' teaching methods. Similarly, Inderawati, Agusta, and Sitinjak (2018) found that mobile learning as one of the modes of learning had a potential effect on students' reading achievement.…”

Developing local culture-based EFL reading materials for the 21st-century learning

“…The quality of books on the market does not fully meet students' needs, stressing the task of supplying knowledge or facts alone (Wena, 2014). Many researchers are interested in developing reading materials (Azizah et al, 2021;Elviana et al, 2020;Inderawati et al, 2018;Mahardika, 2018;Nafiah, 2020;Sopian et al, 2019). Previous studies aimed at developing EFL teaching materials, particularly reading resources.…”