The Effectiveness of Electronic Whiteboards on Students' Reading Skills

Authors

  • Jusmin HJ Wahid MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU, Indonesia
  • Iwan Irawan Irawan MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU, Indonesia
  • Sumiyati Tidore Tidore MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU, Indonesia

DOI:

https://doi.org/10.33394/jollt.v9i1.2953

Keywords:

Electronic Whiteboard, Reading Skills,

Abstract

Technology has become a demand for students to master their reading skills. Technology right now plays an important role in the teaching and learning process. The lecturer are needed technology to improve their material and make their teaching are effective. It was expected that to apply the electronic whiteboard itself can use by the lecturer to design better ways for the students to acquire important information. It is realized that the fourth-semester students at the English Department of Khairun University are needed as much information on the electronic whiteboard as possible to improve their reading skills. This research is an experimental research that was held at the English Program at Khairun University Ternate. The experimental research involves two groups of students, they are the experimental group and the control group. The researcher used the English Program's fourth-semester students at Khairun University Ternate as a research sample. The result of the t-test in the experimental class shows that the mean score of the pre-test was 74.90 and the means score of the post-test was 81.90. It shows that electronic whiteboards in the experimental class experienced significant improvement in students reading skills. Then, the standard deviation in the post-test was 5.58 and the standard deviation in the pre-test was 4.38. It could be concluded that the students get significant progress in their reading skills after applying the electronic whiteboard.

Author Biographies

Jusmin HJ Wahid, MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU

Whiteboard Electronic is Very Good to Use

Iwan Irawan Irawan, MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU

Whiteboard Electronic is Very Good to Use

Sumiyati Tidore Tidore, MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU

Whiteboard Electronic is Very Good to Use

References

Al-Saleem, A., & Issa, B. (2012). The Interactive Whiteboard in English as a Foreign Language (EFL) Classroom. European Scientific Journal

Angelini, M. L., & García-Carbonell, A. (2019). Developing English speaking skills through simulation-based instruction. Teaching English with Technology, 19(2), 3–20.

Ary, D, Jacobs, L and Sorensen, C, (2010). Introduction to Research in Education. Wadsworth: Cengage Learning.

Best, J. W. and Kahn, J. V. (2006) Research in Education (10th ed.). Boston: Pearson Education Inc.

Block, C. & Israel, S. (2005). Reading First and Beyond: The Complete Guide for Teachers and Literacy Coaches. Thousand Oaks, CA: Corwin Press.

Bojovic, M. (2010). Reading Skills and Reading Comprehension in English for Specific Purposes. University of Kragujevac, Faculty of Agronomy Cacak, Serbia

Creswell, W, John. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. United States of American Person Education

Elliot, C. (2003). Using a Personal Response System in Economics Teaching. International Review of Economics Education.

Haerazi, H., Utama, I., & Hidayatullah, H. (2020). Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers. International Journal of Interactive Mobile Technologies (IJIM), 14(07), pp. 58-72. DOI: http://dx.doi.org/10.3991/ijim.v14i07.11900

Hall, I., and Higgins, S. (2005). Primary School Students’ Perceptions of Interactive Whiteboards. Journal of Computer Assisted Learning

Harmer, J. (2003). The Practice of English Language Teaching, 3rd Edition. London: Longman.

Hasan, Dhuha, Atallah, and Ibraheem, Rasha, Luay. (2018). The Impact of Using Interactive Whiteboard on Developing the Grammatical Competence of Iraqi EFL Learners.

AL-Mustansiriyah Universit, College of Basic Education.

Hidayat, N. (2017). Developing E-reading materials for students at grade sevent. JEES (Journal of English Educators Society), 2(1), 33. https://doi.org/10.21070/jees.v2i1.676

Ibrahim, Mohamed, Al-Faki et al. (2014). Difficulties Facing Teachers in Using Interactive Whiteboards in Their Classes. American International Journal of Social Science Vol. 3 No. 2 March.

Ismail, H, S, J,K, & Basuki. (2017). Improving the Students' Reading Skill Through

Translation Method. Journal of English Education, 2(2,Dec), 124-131

Karthigesu, Kamini, and Mohamad, Maslawati. (2020). Primary School Teachers' Perceptions on the Integration of Interactive Whiteboard (IWB) during Reading Instructions. Faculty of Education, National University of Malaysia, Malaysia

Kose, N. (2006). Effects of Portfolio Implementation and Assessment Critical Reading on Learner Autonomy of EFL Students. Çukurova University The Institute Of Social Science English Language Teaching Department.

Le Breuilly, M. (2004). Benefits of The Interactive Whiteboard. Primary English Magazine, 9(5), 25–28.

Mustafa, F., Assiry, S. N., Bustari, A., & Nuryasmin, R. A. (2019). The role of vocabulary e-learning: Comparing the effect of reading skill training with and without vocabulary homework. Teaching English with Technology, 19(2), 21–43.

Nicol, A. A. M., Owens, S. M., Le Coze, S. S. C. L., MacIntyre, A., & Eastwood, C. (2018). Comparison of high-technology active learning and low-technology active learning classrooms. Active Learning in Higher Education, 19(3), 253–265. https://doi.org/10.1177/1469787417731176

Qader, R. O., & Arslan, F. Y. (2019). The effect of flipped classroom instruction in writing: A case study with Iraqi Efl learners. Teaching English with Technology, 19(1), 36–55.

Prasojo, L. D., Mukminin, A., Habibi, A., Marzulina, L., Sirozi, M., & Harto, K. (2018). Learning to teach in a digital age: ICT integration and EFL student teachers’ teaching practices. Teaching English with Technology, 18(3), 18–32.

Serin, H. (2015). The Role of Interactive Whiteboard on Classroom Management. Department of Mathematics Teaching, Ishik University, Erbil, Iraq

Slay, H., Sieborger, I, & Hodgkinson-Williams, C. (2008). Interactive whiteboards: Real beauty or just "lipstick"? Computers and Education.

Tanner, H., & Jones, S. (2007). Learning from children about their learning with and without ICT using video-stimulated reflective dialogue. Swansea Institute of Higher Education

Teele, S. (2004). Overcoming Barricades to Reading a Multiple Intelligences Approach. Thousand Oaks, CA: Corwin Press.

Yunus, M. M., Salehi, H., & Chenzi, C. (2012). Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses. English Language Teaching, 5(8), 42–48. https://doi.org/doi:10.5539/elt.v5n8p42.

Zevenbergen, R., & Lerman, S. (2008). Learning environments using interactive whiteboards: New learning spaces or reproduction of old technologies? Mathematics Education Research Journal.

Downloads

Published

2021-01-25

How to Cite

Wahid, J. H., Irawan, I. I., & Tidore, S. T. (2021). The Effectiveness of Electronic Whiteboards on Students’ Reading Skills. Journal of Languages and Language Teaching, 9(1), 69–76. https://doi.org/10.33394/jollt.v9i1.2953

Issue

Vol. 9 No. 1 (2021)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.