Ernita Daulay, Utami Dewi

Reading Comprehension through Multimodal Literacy Approach for English Education

Introduction

Reading comprehension through multimodal literacy approach for english education. Boost reading comprehension for English learners in the digital era with multimodal literacy. This study enhances engagement & scores for Indonesian high school students.

Abstract

In the digital era, reading comprehension of multimodal texts that integrate written language with images, videos, and interactive elements has become crucial yet challenging for many students. This mixed-methods study investigated the effectiveness of a multimodal instructional approach in enhancing reading comprehension among 120 Indonesian high school students. The quantitative component employed a quasi-experimental design with pre/post reading comprehension tests, while the qualitative component utilized observations and interviews. The results revealed that the experimental group receiving multimodal instruction achieved significantly higher reading comprehension scores compared to the control group receiving traditional text-based instruction (F(1, 117) = 12.68, p < .001, ηp2 = .098). The multimodal approach was particularly beneficial for students with lower initial reading proficiency levels. Qualitative data indicated increased engagement, motivation, comprehension facilitation, accommodation of diverse learning styles, and the need for technology integration support and instructional scaffolding. The findings align with multimedia learning theory and differentiated instruction principles, providing empirical evidence supporting the integration of multimodal elements to create engaging, accessible, and effective reading experiences. Implications for teacher professional development, curriculum design, and future research directions are discussed. Overall, this study contributes to the growing literature on multimodal literacy pedagogy and offers practical insights for enhancing reading instruction in the 21st century multimedia landscape.

Review

This study critically addresses the increasingly vital area of reading comprehension in the digital age, particularly focusing on multimodal texts for English education. The use of a mixed-methods quasi-experimental design involving 120 Indonesian high school students provides a robust framework for investigating the effectiveness of a multimodal instructional approach. The quantitative findings clearly indicate a statistically significant improvement in reading comprehension scores for students exposed to multimodal instruction, a finding strongly supported by the provided statistical evidence. Furthermore, the identification of particular benefits for students with lower initial reading proficiency is a significant and promising outcome, suggesting the approach's potential for equitable learning opportunities. While the quantitative results are compelling, the qualitative data offers crucial insights into the mechanisms behind these gains, highlighting increased student engagement, motivation, and the accommodation of diverse learning styles. The abstract's mention of the "need for technology integration support and instructional scaffolding" is particularly important, as it points to practical considerations that are vital for successful implementation in real-world educational settings. A more detailed exploration of these challenges, and how they were or could be addressed, would further strengthen the study's practical utility and generalizability beyond its immediate context. Overall, this research makes a timely and valuable contribution to the fields of literacy and educational technology. Its alignment with multimedia learning theory and differentiated instruction principles provides a strong theoretical underpinning, while its empirical evidence offers actionable insights for educators. The study effectively argues for the integration of multimodal elements to create more engaging and effective reading experiences, with clear implications for teacher professional development and curriculum design. This work undoubtedly enriches the literature on multimodal literacy pedagogy and sets a strong foundation for future research in this evolving landscape.

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