The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency

Authors

  • Sitti Aisyah Universitas Muslim Maros, Indonesia
  • Nuraeni Nuraeni Universitas Muslim Maros, Indonesia

DOI:

https://doi.org/10.33394/jo-elt.v9i2.6234

Keywords:

Multimodal, English Language Proficiency, Digital Textbook

Abstract

This research aimed to determine students’ English language proficiency after conducting an experiment. A method that was implemented was the use of a digital multimodal textbook application called Book Creator. This method focused on teaching students the English language using a digital textbook that promoted multimodality. In the test book, some modes were applied (teacher’s voice recorded, videos from the internet, and pictures). This research was a pre-experimental method that used one group sample. The research data was collected to measure the effectiveness of the method using pre-and post-test as the research instrument. From the data, it was found that the use of a digital multimodal textbook gave improvement to most of the student's English language proficiency. However, a few students only experienced a little improvement. The data shows that there was a significant difference in students’ scores between the pre-and post-test. The mean score in the pre-test was 47.81with the minimum score being 26 before the treatment. Meanwhile, after the application of the digital multimodal textbook, the mean score of the post-test encountered improvement to 65.50 and the minimum score was 40. From the data, it was revealed that even though most of the students gained a better understanding after the treatment. However, a few students still had difficulty upgrading their English language proficiency.

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Published

2022-12-31

How to Cite

Aisyah, S., & Nuraeni, N. (2022). The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 9(2), 160–171. https://doi.org/10.33394/jo-elt.v9i2.6234

Issue

Vol. 9 No. 2 (2022)

Section

Articles

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