Hard File Skripsi-Tahta
Hard File Skripsi-Tahta
Hard File Skripsi-Tahta
ARTICLE
By:
MAS AJENG FAHMA TAHTA
18020084061
ARTICLE
Presented to
State University of Surabaya
As partial fulfillment of the requirements
For the degree of Sarjana Pendidikan
By:
MAS AJENG FAHMA TAHTA
18020084061
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APPROVAL SHEET
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BOARD OF EXAMINERS’ APPROVAL SHEET
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iv
MOTTO
Never regret a day in your life. Good days give happiness, bad
days give experiences, worst days give lessons, and best days give
memories ♡
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ACKNOWLEDGEMENT
Surabaya,10June, 2022
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DEDICATION SHEET
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ABSTRACT
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ABSTRAK
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kosakata sulit. Untuk mengatasi masalah tersebut siswa
mengunduh cerita dahulu dan menggunakan google translate.
Kata Kunci: PersepsiSiswa, Membaca, Let’s Read
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TABLE OF CONTENTS
COVER .....................................................................................................i
APPROVAL SHEET ............................................................................. ii
BOARD OF EXAMINERS’ APPROVAL SHEET ............................ iii
DECLARATION OF AUTHORSHIP ................................................ iv
MOTTO .................................................................................................. v
ACKNOWLEDGEMENT ................................................................... vi
DEDICATION SHEET ....................................................................... vii
ABSTRACT ......................................................................................... viii
ABSTRAK ............................................................................................. ix
TABLE OF CONTENTS ...................................................................... xi
LIST OF APPENDICES ...................................................................... xii
INTRODUCTION ..................................................................................1
RESEARCH METHODOLOGY ...........................................................6
RESULTS AND DISCUSSIONS ...........................................................8
CONCLUSION AND SUGGESTIONS .............................................18
REFERENCES.......................................................................................20
APPENDICES .......................................................................................22
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LIST OF APPENDICES
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INTRODUCTION
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reading exposure using their cellphone (Ermerawati, 2019).
Meantime, parents and teachers can collaborate on using “Let's
Read” to facilitate literacy activities at home. More than 200 digital
storybooks with various genres and levels were selected to support
children's literacy development. There are also local stories
presented in the “Let's Read” collections. It will help readers gain
important topics such as equality, diversity, and the environment
(Ermerawati, 2019). The platform also has some features that paper
books do not have, such as reading lists, videos, and reading aloud.
It can be a good platform as an alternative for teachers to teach
reading to students. Students will be able to choose their digital
storybook of the many genres available on the platform. There are
some functions that students can use from the “Let’s Read”
features:
1. Search for books by theme, level of reading ability, and
popularity.
2. Students can add books to their “Favorites”, share them
with friends, or save them offline.
3. Download videos
4. Create a reading list to help students more easily find the
books they choose for a variety of purposes.
5. Find resources for download that can help develop further
understanding and use of the library
6. Find resources that help writers, illustrators, and
publishers develop quality books for students to read
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will learn about the narrative text and read the story through the
"Let's Read" digital storybook.
Many studies have focused on the use of digital book as a
technology tool to create a convenient reading activity during the
process of teaching learning. One of which is found in research
from (Lin et al., 2019), he compares the use of paper book with e-
book to know students reading fluency level. The researcher uses
e-book-based detection system to know students’ accuracy in word
decoding and how far students will automaticity recognizing
words. The result shows a significant correlation between e-book
and paper book based on accuracy, word count, and reading rate.
E-book is used as a touchscreen technology to pointed the words
while students use finger to pointed the words in paper book
through speech-to-text.
Reading upgrades students’ confidence, preferable
learning, and support their goals in the future. Ermerawati (2019)
explores the application of “Let’s Read” in extensive reading
classes using MALL (Mobile Assisted Language Learning) and
Task-Based learning. The researcher wants to seek the study
because some classes have limited English storybooks. Then, the
researcher used “Let’s Read” as a technology tool in the regular
reading activities combining tasks that require students to
experience pre-task, interactive tasks, and weekly task-based. The
result indicates that there is an improvement in expose students
that can help them to have a good English proficiency in the future.
Reading through digital books give an opportunity for
students to experience and build reading habits gradually. Ivone,
Francisca & Jacobs, George & Santosa, (2020) explore the use of
“Let’s Read” as a technology tool for students to create their books.
The researchers use particular websites such as “Literacy Cloud”,
“Let’s Read”, “Story Weaver”, “Story Jumper”, and “Story Bird.”
In this study, those platforms use Information and Communication
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Technology (ICT) as a sample for students to produce their books
in dialogue with teachers and peers. Students need to collaborate
with their peers to expand ideas, dialogue, text, and visuals. In the
end, students will receive feedback from teachers and friends.
They also need to respond about it, sharing and storing the result
of their book in the classroom. This study shows that students’
books will give the experience to produce apprehensible output.
The current study concentrates on students’ perceptions
after reading the English digital storybook. Perception is one of the
student’s voices in the classroom. Two theories argue about
perception: top-down and bottom-up processes. According to the
top-down theory from Gregory (1974), humans need the sense of
organs such as the eye, ear, and nose to accept information from
the atmosphere. Gregory (1974) suggests that perception
implicates numerous hypotheses testing to deliver the information
served to the sense organs. He thought human perceptions are
hypotheses built upon past experiences and stored data.
Perception is a hypothesis from prior knowledge or actively
developing our perception of reality from our surroundings.
Meanwhile, Gibson (1969) states about bottom-up theory that
perception is direct and does not refer to hypothesis testing. There
is sufficient information in our circumference that is reasonable for
the world naturally. He clarified that sensation is a perception
same as what you see and what you get. There is no demand for
processing (interpretation) the information we obtain about size,
condition, and space, or anything more detailed to associate
directly with the environment around us. One way to achieve this
study is through reading narrative text stories about folktales from
the “Let’s Read” digital storybook. Few recent studies have
investigated about reading related to the reading fluency, digital
storybook as an ICT (Information and Communication
Technology) for students to produce their own book creation,
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extensive reading classes using MALL (Mobile Assisted Language
Learning) and Task-Based learning. Yet, there is still lacking study
talk about student’s perception after reading “Let’s Read” digital
storybook relate to the basic competencies mainly for reading in
EFL Junior High School Context. Therefore, this study aimed to
know students' perceptions on reading digital storybooks by using
“Let’s Read”. The findings of the study will be useful information,
especially for teachers in junior high school to achieve the learning
goals stated in the curriculum. This study seeks to answer the
question of “How is the student’s perception of using the digital
storybook “Let’s Read” in their academic life in terms of:
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RESEARCH METHODOLOGY
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reading digital books. Then, semi-structured interviews were
conducted with several students to support the questionnaire data.
The data analysis is collected using three stages from Ary et al.,
(2014). The first stage is familiarizing and organizing to
categorize the data from participant responses (Raw Data) by the
preferred results or categorize them into some groups. The second
stage is coding and reducing to reduce the long explanation into
short by making it easier to read by looking at the codes and
spotting the data with colors. The third stage is interpreting and
representing to interpret the data and then relate it to the theories
that have been chosen. In this study, the researcher adopts
questionnaire questions from (Deny, 2012) which consist of 13
questions and the participants’ should answer in the form of a
single word or a short phrase. Meanwhile, the interview questions
were adopted from (Sariay, 2017). It consists of 12 questions to
explore the students' feelings after reading the digital storybook
and their experience in reading English material.
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RESULTS AND DISCUSSIONS
Results
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understand the story. Students are interested in the website's
appearance, and they can choose the theme of nude, black, or white
while reading the digital storybook. They can also choose the font
size that can fit their eyes. Most of the students said that the
website's color is soft and makes their eyes comfortable while
reading it. Students also like reading through digital storybooks
because it helps them learn English. It was definite that reading
digital is way more interesting in terms of the illustration, the
appearance, and the use of the website itself.
“Let’s Read”
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Figure 3. The Cover Page Figure 4. The Theme and Font Size
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2. Students’ experiences when they read the English digital
storybook “Let’s Read”
The questionnaire results showed that students experience
differently from one another when reading "Let's Read." Based on
their experience, it showed that all of the students understood the
story plot of “Sunkeshi: The Princess with The Golden Hair." It was
proof from their answer to the questionnaire that 25 out of 25
students could re-tell the story in short with their own words
correctly. The way students re-tell the story in the questionnaire is
also suitable with the Indonesian Government Policy no. 37 / 2018
in terms of students can grasp the meaning of social functions, text
structure, and elements of narrative text. Most of the students can
re-tell the story with different words but the same meaning that
the story talks about a princess who was kidnapped by the monster but
managed to escape and marry the prince. Related to the student's
perception of the digital storybook "Let's Read," students
experience that the unique value of "Let's Read" comes from the
portable of the website. The website is practical; no need for heavy
storage on a cell phone or laptop. The website is also beneficial to
use at any time and any place.
It is supported by the result of interviews that all of the
students explain that they are familiar with "Let's Read" because
the website is easy and convenient. Students thought that the
story's illustration boosts their imagination about the plot. They
can imagine what the characters look like and the story plot in their
mind. They also thought that the illustrations were eye-catching.
Students' experiences are familiar with the website "Let's Read"
features such as filter options, language choices, categories,
reading levels, and downloads are easy to understand and use.
Students prefer to read the genres such as action, horror, family,
friendship, adventure, art, and music. Most students have no
experience reading another digital storybook based on the result.
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Still, there are also a few students who have experience reading
another digital storybook such as Webtoon. They experience that
both Webtoon and "Let's Read" seem similar but are different. The
difference comes from the appearance because Webtoon is directed
to look like a comic.
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fluency in reading, enhances vocabulary, and improves English
skills cause the language choice makes the readers grasp the story
more accessible. 20 out of 25 students said that reading English
digital storybooks helps them boost their motivation to reach their
dreams, such as studying abroad and being a doctor in the future.
They believe that reading a book can be an encouragement for
them always learn and learn more. They assure that reading books
can add insight that they did not know before.
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Discussion
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previous knowledge and the information available in their minds.
Students' answers to the first interview question, "What comes to
your mind when you hear about "Let's Read," showed that their
previous idea influenced their thought. When they hear the
website's title, "Let's Read," they already have something in their
mind that the website is about reading, and there are a lot of books
on the website. Wu, 2014defines human perception as the prior
knowledge that human can predict and learn to be better.Gregory
(1974) supported that perception requires information from past
experiences or stored knowledge to conclude what we have
viewed. Students' answers to the first interview question, "What
comes to your mind when you hear about "Let's Read," showed
that their previous idea influenced their thought. When they hear
the website's title, "Let's Read," they already have something in
their mind that the website is about reading, and there are a lot of
books on the website. Their previous idea or memory influenced
it; when they hear about "Read," it means that they will read
something. A few students also have previous knowledge about
the digital storybook because they have experience reading other
digital storybook such as Webtoon.
Moreover, the outcome also appropriate as supported by
Lin et al., (2019) that reading using digital book help students to
understand the story better. In his study, students use digital books
to control the reading process and adjust the words' size. It
supported the data that students can re-tell the story in their own
words based on their experience and understanding of the story
itself.
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Those challenges above suits the study of (Goodwin et al., 2020).
In their study, it is known that students' challenges in reading
might happen influenced by factors such as content, length, and
complexity of the story. For the first challenge, it is better when
students download the story in pdf form so they can easily read it
both in online and offline situations. The second challenge happens
because sometimes students felt hard to break down when finding
complicated word meanings that they had never known before for
the third challenge. It can lead to a different understanding of the
story plot. Therefore, students use "google translate" to overcome
the problem.
4. Students’ perceptions based on motivations
Students' who motivated to read the English digital
storybooks will assist better English proficiency, English fluency,
and encourage to reach their dreams.Park, 2018states that
motivation can be affected with the circumstance or condition
around there. If the environment good, it will boost their
motivation to learn better and vice versa. It also suits with Gibson
(1969) theory that what you see is what you get.Students felt well-
motivated to read digital English storybooks because the website's
appearance was good. It affects their mood when reading the book.
They become interested because every page in the book illustrates
the storyline. Students' answers in the interview indicated that
several elements influenced their motivation in reading. Most of
them said that reading English motivated students to reach their
goals in the future. They want to be a doctor, students exchange to
study abroad, and fluent in English. It supported the study of
Ermerawati (2019) that was reading through Let's Read as a MALL
(Mobile Assisted Language Learning) effectively allows students
to increase their motivation and help them have a good English
proficiency for careers in the future. It establishes the exposure in
learning English, especially in the era of digitalization, to provide
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reading sources in a digital way that can impress students'
motivations to read more. Students believe that regularly reading
is necessarily needed to improve their competence. If the students
can do it a habit to read several books within a week or every week,
their reading ability will improve significantly. It is related that
nowadays, mastering English is an important skill to find a job.
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CONCLUSION AND SUGGESTIONS
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Suggestion
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REFERENCES
Goodwin, A. P., Cho, S. J., Reynolds, D., Brady, K., & Salas, J.
(2020). Digital Versus Paper Reading Processes and Links to
Comprehension for Middle School Students. American
Educational Research Journal, 57(4), 1837–1867.
https://doi.org/10.3102/0002831219890300
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Gregory, R. L. (1974). Concepts and Mechanisms of Perception.
Duckworth.
https://books.google.co.id/books?id=JowQAQAAIAAJ
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APPENDICES
Appendix 1.
1. Questionnaires Guideline
QUESTIONNAIRES (Q)
A. Sense and Feelings
1. When you are reading an English digital storybook Q1
using Let’s Read, do you think that the website is
easier or difficult to read?
a. Easy b. Difficult Q2
2. Please explain the reason for your choice in number
1. Q3
…………………………………………………………
3. How do you feel when you are reading English Q4
digital storybook using “Let’s Read”?
…………………………………………………………
4. How likely are you to recommend reading the
English digital storybook “Sunkeshi: The Princess
with Golden Hair” using “Let’s Read” to your Q5
friends?
a) Very recommended
b) Recommended
c) Not recommended
5. Please explain the reason for your choice in number
4.
…………………………………………………………
B. Experiences
6. What makes you like reading a digital storybook Q6
using “Let’s Read”?
…………………………………………………………
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7. What unique value is from reading an English Q7
digital storybook using “Let’s Read for you”?
…………………………………………………………
After reading the story “Sunkeshi: The Princess Q8
with Golden Hair”, what do you know about the
story?
…………………………………………………………
8. After reading the story “Sunkeshi: The Princess
with Golden Hair”, what do you know about the
story?
…………………………………………………………
C. Challenges
9. What makes you didn’t like reading a digital Q9
storybook using “Let’s Read”?
…………………………………………………………
10. What has been the hardest part about reading Q10
digital English storybooks?
…………………………………………………………
11. Did you find any difficulties understanding the text Q11
with the title “Sunkeshi: The Princess with
Golden Hair”?
…………………………………………………………
D. Motivations
12. Do you think that by reading the digital storybook Q12
“Let’s Read”, your vocabulary master is improved?
How do you know?
…………………………………………………………
13. How many times will you read the “Let’s Read” Q13
book within a week? Do you think that if you read
this book often, your reading competence will
improve? How?
…………………………………………………………...
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Appendix 2.
2. Interview Guideline
Interview questions
A. Sense and Feelings
1. What do you feel when you read English storybooks IQ 1
in a digital way or paperless?
…………………………………………………………
2. Would you please explain more your answer on IQ 2
google form what makes you like reading through
“Let’s Read”?
…………………………………………………………
B. Experiences
1. What comes to your mind when you hear about IQ 3
"Let's Read"?
…………………………………………………………
2. Are you familiar with using the website Let's Read? IQ 4
Why do you think so?
…………………………………………………………
3. Do you prefer to read it again or not? If you prefer IQ 5
to reread it, what kind of genre of the story that you
like?
…………………………………………………………
4. Do you ever read digital English books before “Let's IQ 6
Read”?
…………………………………………………………
C. Challenges
1. Have you experienced any difficulties in operating IQ 7
the tools when reading the “Let’s Read” storybook?
…………………………………………………………
2. Have you experienced any challenges reading IQ 8
English digital storybooks by using “Let’s Read”?
…………………………………………………………
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3. How do you overcome this? IQ 9
…………………………………………………………
D. Motivations
1. Do you think that reading an English digital IQ 10
storybook is important to your reading skill?
…………………………………………………………
2. Do you think it helps to encourage the reading IQ 11
process?
…………………………………………………………
3. What can motivate you to be more active in reading? IQ 12
…………………………………………………………
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