USING EDUCATIONAL DIGITAL TOOLBOX IN E-LEARNING

TO BOOST STUDENTS’ READING MOTIVATION

IN COVID-19 PANDEMIC

Anastasia Dewi Anggraeni, Helda Jolanda Pentury

Department of English Education, Faculty of Language and Arts, Universitas Indraprasta PGRI
TB. Simatupang, Jl. Nangka Raya No.58 C, South Jakarta, Indonesia
Corresponding Author: [email protected]

Article History:
Submitted: 26 April 2020; Revised: 27 June 2020; Accepted: 11 July 2020
DOI: 10.26858/retorika.v13i2.13538

RETORIKA: Jurnal Bahasa, Sastra dan Pengajarannya under

Creative Commons Attribution-Non Commercial 4.0 International License.
ISSN: 2614-2716 (print), ISSN: 2301-4768 (online)
http://ojs.unm.ac.id/retorika

Abstract: This study aimed at investigating the use of educational digital toolbox in e-learning to
motivate college students’ reading motivation, such as recognizing ideas, comprehending texts using
graphics, images, and charts, audio, audio-visual and video to personal experience, opinion or
evaluation. The study attempted the qualitative method. The instrument used was a questionnaire
which were prepared for the purpose and which was administered to 84 students at Indraprasta
university, majoring in English education department in South Jakarta, during March and April
2020. The result of this study shows most of students boost their reading motivation by using
educational digital toolbox in e-learning process. Give the new perspective that language students
can be motivated to use long distance learning more active and more interactive, as well as enrich
their learning experiences. Moreover, using appropriate pedagogical implementations such as
effective digital toolboxes, interesting reading topics and students’feedback can boost students’
reading motivation with the changing learning trend.

Keywords: digital toolbox, reading, e-learning, motivation

During these uncertain times of the differently from a few remote working stints here
COVID-19 pandemic, various companies around and there. Teachers as professional initiate to
the globe, including those in Indonesia, have provide online learning as an alternative to stay
imposed a “work from home” (WFH) or “study productive and maintain the learning process to
from home” (SFH) policy for their employees, still continue. This policy, to study from home
teachers, lectures and students. The WFH and might be more challenging for conventional
SFH policies, which applied for an extended professionals who were more used to a conser-
period of time and could last more than two weeks vative and authoritarian learning style. The
or more, will affect employees, teachers, lectures sudden shift from face-to-face to long-distance
and students’ working and learning habits very

337
338 RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya,
Vol. 13, No. 2, August 2020, pp. 337–345

online learning forced teachers to use the Learners acquire knowledge separated from their
technology (Putri et al., 2020). teachers whereas students interact with
Therefore, professionals of the 21st century educational materials, classmates and teachers in
think and act differently than those of previous a blended learning system through both an online
centuries, due at least in part to the radically learning environment.
different tools they use to perform their jobs. The children of digital generations experi-
However, the concept of digital literacy goes well ence a world through computers, internet, and
beyond the integration of technology. This type of social online sites like a Facebook, Twitter,
technology knowledge entails the literacies, or Google, iPhone’s, iPad’s. Usually, by interacting
practices, that are used to engage in meaning- with other individuals humans learn, but today
making productions through the use of digital young pupils prefer to interact through social
tools (Peterson-ahmad & Stepp, 2016). There has networking sites and around 30% of them have a
been much written about the diversity and range blog in the web, and 62% have a profile on
of practices that are associated with new internet. Young people favor to expose them, to
technologies and the respective need for school be active and collaborate using newest techno-
literacy provision to be better aligned to those in logy and visualization. Therefore, the way of
everyday life (McDougall et al., 2018) teaching should be completely altered in order to
With the development of learning techno- meet those challenges and to response to the new
logies in the late 20th century, education system requests (Dineva et al., 2019).
has changed rapidly. This is due to the capability Based on the results of the Speak Up 2007
of technology to provide a proactive, easy access national survey (Ertmer & Ottenbreit-Leftwich,
and comprehensive teaching and learning 2010), 51% of the responding teachers (n =
environment. Nowadays some of the institutions 13,027 / 25,544) reported that their primary uses
have provided their facilities and training in order of technology to “facilitate student learning”
to enhance the use of advanced technologies in comprised (a) asking students to complete home-
teaching and learning process. A high budget has work assignments using the computer (e.g.,
been placed in order to provide the equipment writing reports, finding information on the
needed by them to improve the education system. Internet) and (b) assigning practice work at the
Despite all the efforts, most of the countries are computer (e.g., using drill-and-practice software).
facing similar problem whereby the teachers are These results are verified, to some extent, by the
not maximizing the usage of the technology large percentage of students (grades 6–12) taking
provided (Ghavifekr & Rosdy, 2015). Unfortu- the same survey who reported using technology
nately, our university, Indraprastra has not taken to (a) write assignments (74%), (b) conduct
steps to implement technology-based education online research (72%), and (c) check assignments
approach. or grades online (58%). In this study we
In accordance with the world trends in the considered the ways that teachers who conduct
development of education, and university, the teaching-learning process out of the box
including today, the actual technology is e- practice the use of digital toolbox as e-learning
learning, based on the use of distance learning media to observe their students’ motivation of the
technologies in the form of electronic educational lessons, particularly in reading subject.
resources. E-learning is an implementation of E-learning is a part of instructional design
electronic media for a variety of learning purp- as Merrill et al. (Villesseche et al., 2019) defined
oses to facilitate the delivery of distance it: “a technology for the development of learning
education, online learning or blended learning. experiences and environments which promote the
There are many terminologies regarding the e- acquisition of specific knowledge and skill by
learning which includes distance education, students”. E-learning is an implementation of
blended learning, hybrid learning, online learning electronic media for a variety of learning
etc. J.J. Roberts (Kassymova, 2019) asserts that purposes to facilitate the delivery of distance
distance education implies a teaching and education, online learning or blended learning.
learning processes which take place separately There are many terminologies regarding the e-
from each other. It means that there is a learning which includes distance education,
geographical and physical separation between a blended learning, hybrid learning, online learning
teacher and a student in both place and time. etc. J.J.Roberts (Kassymova, 2019) asserts that
 Anggraeni & Pentury, Using Educational Digital Toolbox ... 339

distance education implies a teaching and The global challenge faced by the teachers
learning processes which take place separately is to come up with a program that improves the
from each other. It means that there is a quality of learning in line with technological
geographical and physical separation between a advancement. Moreover, the results are in line
teacher and a student in both place and time. with a research findings by Ghavifekr & Rosdy
Learners acquire knowledge separated from their (2015) that technology-based teaching and
teachers whereas students interact with educa- learning is more effective in compare to tradi-
tional materials, classmates and teachers in a tional classroom. This is because, using ICT tools
blended learning system through both an online and equipment will prepare an active learning
learning environment. environment that is more interesting and effective
The e-learning concept mean all the for both teachers and students. Therefore, the
computer based educational tools or systems will modern teaching and learning process is more
allow the learners to get their education anytime adaptive to students’ different paces and styles;
and anywhere. In the past the e-learning used the teachers can explore diverse programs or
CD-ROM, and the other blend of computer-based software to adapt to the students’ needs.
methods. Nowadays the Internet has become the The digital educational resource for
main method for delivering e-learning (Hamad, different topic includes a lot of special tasks for
2017). E-learning satisfaction depends on well- training (typical tasks) and cognitive (with
planned interaction mechanisms since interaction elements of creativity) character. The aim of the
is important for both instructors and students. training programs is to form appropriate skills and
And in order to facilitate supportive and correct- abilities for students. Moreover, examples of
ive feedback, instructors must design highly solving all typical tasks from the self-control unit
interactive settings (Hamutoğlu et al., 2019). are given in the content of the relevant lectures.
The use of digital toolbox in e-learning was The goal of cognitive programs is the formation
applied by the students of English education of professional thinking (Gilmanshin &
department in university of Indraprasta to present Gilmanshina, 2018). In this model, the role of the
the information through text, graphics, images, students is simply to receive and store infor-
audio and video provides a complex multi- mation taught in the class. Many students quickly
sensory experience. It may be awkward in the tire of this teacher-centered model of reading
beginning, but teachers had to delivered their e- learning; they complain that the lessons are
learning assignments in time during this uncer- boring, monotonous and that they want something
tainty condition and provide the qualified new and different. It is, therefore, important to use
education using high-tech 21st century teaching a variety of teaching media and methods to make
and learning set-ups. the e-learning stimulating and interactive in order
In fact, the results of the study show that to help students motivate in reading lesson.
technology enhanced multimedia instruction Reading is a process of readers combining
allowed teachers to tailor instruction to diverse information from a text and their own background
student needs and styles and provided knowledge to build meaning” (Nadhif & Wawan,
opportunities to exercise student thinking skills. 2019). Accordingly, a major goal of teaching
Besides, students are different in their abilities reading comprehension is to help students
and their learning style varies from person to develop the knowledge, skill, and experience they
person. Responding to this argument, further- need to become independent readers and lifelong
more, Sambadandamurthi & M.J, 2017 said that learners. Reading is one important skills in
multimedia facilitated instruction may enhance teaching learning, because it’s will be gain their
student’s attention capability and retention level knowledge. Moreover, they can improve their
as well. Hence multimedia packages and vocabulary and also they can get more
technology enhanced instructional strategy will information what they need. Because so many
facilitate students reading ability at all grades books and resourches use English (Sopyan et al.,
(Sambandamurthi & M.J, 2017). To do this, 2019). A reading skill can be described as “a
teachers can use a variety instructional methods cognitive ability which a person is able to use
and media, as well as follow different when interacting with texts” (Liu, 2010).
pedagogical approaches aided by technology. According to Grabe (Mustafa et al., 2019), there
are five core reading comprehension skills which
340 RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya,
Vol. 13, No. 2, August 2020, pp. 337–345

should be taught to help students comprehend not pay attention to reading goals or is too fast in
texts, i.e., main idea, reading strategies, grammar, reading so that ignoring the overall reading
discourse, and vocabulary. However, the class- content, can have detrimental effects on unders-
ification of reading comprehension skills by Gear tanding, (2) reading goals, the purpose of reading
and Gear (Mustafa et al., 2019) is more practical is closely related to motivation in reading and
for teaching purposes, i.e., main idea, detail interest in reading material. Setting clear goals
information, inference, reference, and can often create motivation and increase reading
vocabulary. interest, thereby automatically increasing unders-
There are the following types of reading tanding, (3) the nature of the reading material,
and the corresponding types of activities to meaning that the material provided is interesting
develop the corresponding reading skills: (1) and the language is easy to understand. Reading
Skimming reading is reading to confirm material is an important component in reading
expectations; reading for communicative tasks; because reading material is the main means, (4)
(2) General reading or scanning is reading to the layout of reading material, namely organizing
extract specific information; reading for general reading in describing a reading idea and a chart,
understanding; (3) Close reading or searching picture, or graphic that serves to help the reader
reading is reading for complete understanding; to more easily understand reading, (5) the
reading for detailed comprehension (information; environment in which reading, the environment in
function and discourse) (Kozak, 2011). Skim- which to read is undoubtedly its influence on
ming is the most rudimentary type of reading. Its reading comprehension. An environment with a
object is to familiarize you as quickly as possible calm atmosphere will certainly make the reader
with the material to be read. Scanning is a skill more easily understand the reading than a
that requires that you read quickly while looking crowded or noisy environment.
for specific information. To scan a reading text, When you take time to read in or to your
you should start at the top of the page and then class, you are not neglecting the urriculum. Read-
move your eyes quickly toward the bottom. ing is the curriculum. The principal ingredient of
Generally, scanning is a technique that is helpful all learning and teaching is language. Not only is
when you are looking for the answer to a known it the tool with which we communicate the lesson,
question. Close reading is the most important skill it is also the product the student hands back to us-
you need for any form of literary studies. It means whether it is the language of ath or science or
paying especially close attention to what is history (Megyeri, 2015).
printed on the page. Close reading means not only Also, reading improves writing skills for it
reading and understanding the meanings of the enables the learners to figure out how to express
individual print- ed words, but also involves ideas through words, how to use punctuation
making yourself sensitive to all the nuances and correctly, and so on. According to Elley (Pardede,
connotations of language as it is used by skilled 2019), there was a "spread of effect from reading
writers. competence to other language skills - writing,
But aside from the importance of using speaking and control over syntax".
digital toolbox in achieving language teaching Therefore, the researchers reviewed some
success, skillful teachers know how to convey the studies suggesting new methods, strategies and
lesson in an appropriate way and how to arouse techniques to try tackling the lack of students
their students’ interest by means of using digital reading motivation to enable students to grasp the
toolboxes. Therefore, a proper combination of reading text effectively. Using digital toolbox is
multimedia and teaching methodology is appro- one of the most efficient ways to make the lessons
priate to attract and maintain the students’ audio-visual, to supply fluent and effective read-
attention during reading lessons. This study aims ing skills, to keep the students away from
to identify the use of digital toolbox in e-learning memorization, to obtain understanding and
on motivation in students’ reading lesson and to performance in perception. Using educational
review the students’ ideas on how to use digital digital toolbox in e-learning and the environments
toolbox in e-learning effectively. Wainwright they support can boost motivate the students to
(Yulianto et al., 2020) suggests several factors read, increase the students’ control over the
that influence the quality of comprehension in- material being presented, and allow the students
clude: (1) reading speed, reading speed that does to take an active role in the e-learning process.
 Anggraeni & Pentury, Using Educational Digital Toolbox ... 341

METHOD questions “by describing the trends, themes or

patterns of ideas you find in them”
The study attempted the qualitative method The purpose of the current study is to
by using observations in learning process, examine the use of educational digital toolbox in
instruments, and documents (teaching material e-learning to boost students’ reading motivation.
and their projects of reading using digital Multimedia approach is used to describe and
toolboxes). The instrument used was a question- analyze the students’ reading motivation by using
naire which were prepared for the purpose and digital toolbox in e-learning process. Two classes
which was administered to 84 students, (61 were assigned as the participant of the study. The
females and 23 males) at Indraprasta university, research includes two variables; the first variable
majoring in English education department in is a digital toolbox. The second variable is stu-
South Jakarta, during March and April 2020. The dents’ reading motivation. Both classes were
students were studying in the same reading course taught reading lessons via e-learning by using
but were at two different classes. They were first- digital toolbox. The survey lasted for five weeks.
year students in second term in 2020/2021. The To achieve the aims of the study, the researchers
questionnaires were composed of twenty ques- used questionnaires aimed at measuring the deg-
tions about motivation of reading lesson and the ree of importance of students’ reading moti-
use of digital toolbox in e-learning process. vation for first-year college students 2020/2021
Questionnaires seem to be very popular among were prepared by Reading Syllabus as and digital
educational researchers in general and ELT toolbox in e-learning as questionnaires. Teachers
researhers in particular. Another feature of quali- designed and shared the link of the questionnaires
tative research is that the data can be analysed to the students to fill via Google drive.
using an open ended approach (Sharma, 2010).
Generally, there are two types of questions in
FINDINGS AND DISCUSSION
quesionnaires: closed-questions and open-ended
questions. We prefer to choose open-ended ques- Findings
tions that suggested by Foddy (Reja et al., 2003)
that open-ended questions allow the respondents The respondents consisted of 23 male
to say freely what is on their minds without being students and 61 female students. The results of the
influenced by the researhers. questionnaires that applying the use of toolbox in
In such an open ended approach the data e-learning and student’s motivation in reading are
can be analysed with respect to the research shown in the graphics and a table below. These
questions and the theories posed by the researcher data were also used to clarify and present with
as well as theories of what is occurring that can analysis and interpretation.
come out of the data itself. Based on the results of 84 respondents can
Cohen et al. (Sharma, 2010) call this a be seen student responses to each question item:
grounded theory approach where the analysis of (1) Students as much as 41.7% agree with
the data comes from looking at the data. distance learning (e-learning) which is held at the
Grounded theory data analysis can be done by a moment in the midst of the pandemic Covid-19,
constant comparative approach. A They are which requires people to be social distancing.
powerful evaluation tool widely used in empirical
research because they propose a flexible means of
collecting both qualitative and quantitative data. Figure1. Student Response to e-Learning
Quesionnaire design is based on the types
of information to be gathered and kinds of data to
be measured. In the case of open-ended questions,
Co-hen, Manion, and Marrison said that the
coding frame was developed by examining a
sample of responses and calculating a frequency
tally, upon which the validity of the coding frame
was checked further by coding a larger sample
(Xerri, 2017). This method is in line with the
recom-menddation to analyze open-ended
342 RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya,
Vol. 13, No. 2, August 2020, pp. 337–345

Furthermore, number (2) As many as 31% Figure 2. Student's Responses to Reading

of students said they did not agree that distance Motivation
learning (e-learning) made it easy for students to
interact with lecturers; (3) Interaction with
lecturers is more familiar expressed by students
with a percentage of 35.7%; (4) Expressing the
problems faced in lectures to lecturers is more
convenient through online using tools/technology
rather than face to face. The statement was
responded by 27.4% of students who agreed and
27.4% who disagreed; (5) Students feel
comfortable to ans-wer the questions given in
online lectures. The statement responded by 44%
of students agreed; (6) Students prefer the Answering question 3, 74.4% of the stu-
learning environment to online lectures rather dents believe that authentic materials downloaded
than face to face. The statement was responded by from the internet and used by the teacher make the
38.1% of students disagree; (7) It makes no reading e-learning process more active. In
question 4 most of the students (79.3%) reported
difference to my learning environment in online
e-learning teaching activities make reading lesson
and face-to-face lectures. Because both are
equally fun. The statement was responded by more enjoyable. They agree that digital toolbox in
e-learning never makes the lessons boring or
28.6% doubtful students; (8) Overall, distance
learning makes lecturers give more assignments unnecessary. The result of question 5 showed that
61% of the students agreed that digital toolbox
than face to face. The statement was responded to
by 58.3% of students who agreed; (9) Distance should always be used in reading lesson to
learning makes students better understand the increase their motivation. They wanted to see
different technological devices used as motiva-
material. This statement was responded by 33.3%
of students hesitated; (10) Students become more tional tools. The 70.7% students agreed that the
reading lesson seem more interesting and enjoy-
active and independent because of e-learning
(distance learning). This statement was responded able when the teacher uses digital toolbox in e-
to by students as many as 35.7% agreed. learning process (question 6). In addition, 75.6%
of the students agreed that tutorial using digital
According to the findings, students believe
that the use of digital toolbox (WAG, PPT, toolbox can be helpful to develop their reading
skills in question 7. Looking at question 8, the
Google classroom, Zoom, Teams, etc.) in e-
learning motivate them to love reading. A large students agreed that the fact of using digital
toolbox every time e-learning process makes
percentage (82.9%) were of the opinion that
them interested in reading. Fifty-three point seven
digital toolbox in e-learning increase their
motivation in reading lesson (question 1). Again percent of the students reported in question 9 that
they believe project work should be presented
a high percentage of the students (79.3) indicated
that digital toolbox should be used in reading through digital toolbox in e-learning process.
lesson (question 2). Surprisingly, the 59.8% of students’ response
disagreed in question 10 that e-learning-based
Table1. The Results of Student Responses to lessons are more effective than traditional
Reading motivation lessons.
Agree Disagree
Questio Total Percentag Total Percentag
n Item (person e (%) (person e (%) Discussion
) )
1 68 82,9 16 19,5 All through the process of observing and
2 65 79,3 17 20,7
3 61 74,4 22 26,8 instructing learning reading strategies using
4 65 79,3 19 23,2 digital toolboxes in e-learning, we have found
5 50 61 34 41,5 that three main aspects related to the impact of
6 58 70,7 25 30,5
7 62 75,6 24 29,3 using digital toolbox to boost students’ reading
8 47 57,3 37 45,1 motivation in e-learning. These aspects were; (1)
9 44 53,7 42 51,2 students’ reading motivation were reflected on
10 34 41,5 49 59,8
 Anggraeni & Pentury, Using Educational Digital Toolbox ... 343

reading using the toolboxes. During the learning opportunity to improve their reading skills.
process in e-learning taught, we noticed that the Computer-assisted reading programs offer
majority of the students enjoy using digital learners the opportunity that we as educationalists
toolboxes in reading lessons and would like to should embrace (Van Wyk & Louw, 2008).
continue to do so in the future. The interesting Moreover, the researchers attribute this finding to
responses to the study though, are that the involving students in technological environment
students clearly felt and motivated that there were such as in e-learning process which enables them
some benefits to use the digital toolboxes in e- to feel more relaxed, interactive, creative, and
learning reading lessons. The previous responded interested to use varied digital toolboxes to enrich
expreesed by Mutambik, 2018 that a significant their learning experiences.
component of this technology advancement is the During the implementation of the digital
development of the e-learning environment which toolboxes in e-learning process, the role of the
has been recognised as having transformative teachers were obstacles, as we had both students
potential in terms of English language teaching and teachers were unfamiliar with using digital
and learning methodology. Specifically, students toolboxes and e-learning, movig from simpler
can use E-learning resources to acquire the four activities toward more complex activities during
main English language skills (listening, speaking, two weeks. It was tough for us to get familiar with
reading, and writing) (Mutambik, 2018). the use of digital things.
Next, (2) the second aspect was the role of The lack of devices, connectivity and
teacher to engage students into the use of digital learning experiences were the categories of the
toolboxes in reading e-learning process. Students limitation. The geographical location of the living
today are already familiar with gadget and digital itself, the wi-fi access and learning experiences of
devices, and these give them the confidence to using digital learning process showed in our
believe in their ability to accomplish learning study.
tasks that involve its use. They enjoy making Finally, the affordances of the mobile
presentations in e-learning using creative apps devices owned by the learners were clarified in
such as Powtoon, Power Point and other the study. Device considerations to use digital
presentation software and using videos tool-boxes are also important for the learning and
downloaded from the internet. In our study, we study design. Having the students using digital
found that the students were excited about having toolboxes in reading e-learning to boost their
opportunity to test their skills and viewed the reading motivation were capable such as taking
tasks as challenging and engaging. In line with the photos, or recording audio and video when
results of previous studies that the application of reading using all creative toolboxes provided.
contemporary digital technologies allows Despite the obstacles reffering to the use of
attaining the following results in the education digital devices and learning experiences above,
process: (1) Interactivity; (2) Quality of the students had good motivation as the results of
education; (3) Motivation; (4) Possibility of self- using digital toolboxes. They even could apply
dependent work; (5) Improving of some apps in reading learning process by the end
communicative competency; (6) Self-evaluation of the process they showed improvements in
of the achieved level (Nedeva & Dimova, 2010). reading motivation by getting good reading
Then, (3) the third aspect was the performances. This suggests that if teachers make
importance of motivation when using digital tool- students aware of the learning process strategies
boxes in reading e-learning process. Therefore, and methods, the students would be more
by changing teaching methods and incorporating successful in reading learning process since they
the use of digital toolbox in e-learning such as could boost their motivation, their learning tools
creative Power Point presentations, tutorial to learn, and their academic potentials as well.
videos, and audio files to present the lessons and
its content, we believe students can be boosted CONCLUSION
their high motivation in reading or other lessons.
This is in line with previous research which said The students themselves acknowledge the
that using tool opens doors to interact with the relationship between motivation in reading lesson
world. Reading creates the opportunity to learn and the use of digital toolbox. The results of our
and therefore learners should be offered the
344 RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya,
Vol. 13, No. 2, August 2020, pp. 337–345

studies lead us to make some varied perspectives find visual aids are helpful for learning. As an
that (1) educational digital toolboxes should be an example, when studying research methods,
integral part of the English language program, students who do not know what is meant by
particularly in reading program; (2) language ‘research reading formatting’ can gain a much
students can be encouraged to use long distance better understanding through the use of tutorial
education as a way of making their learning more videos which actually show them how to format a
active and interactive; (3) The technological research reading paper and how to select the
media or support available will determine margin, etc. Creating visual explanations had
different implementation strategies to motivate greater benefits than those accruing from creating
students in reading. verbal ones. Surely some of the effectiveness of
However, the fact that the students who did visual explanations is because they represent and
not agree with the question reflects the fact that communicate more directly than language (Bobek
digital toolbox in e-learning wasn’t used well in & Tversky, 2016).
the reading lesson and suggest that the way digital Digital toolbox in e-learning offers many
toolbox in e-learning should be reviewed. benefits for the enhancement of students’ reading
Besides, they agreed that they still need their real motivation and this study has demonstrated that
teacher not digital tutorial. Teachers should be using it in the reading lesson as e-learning can be
made aware of the importance of using digital highly motivating for the students in this term
toolboxes contain creative authentic materials and April 2019 compare with their previous reading
variety of methods. A skillful creative teaching- lessons before the pandemic situations. When e-
learning process should be supported by the use learning is employed, the students tend to attend
of digital toolboxes in a way that supply students the reading lesson regularly because the lessons
with added interest in the content and process of look interesting and appealing. This is in mark
learning. contrast to the trend towards poor attendance
In our own experience of using digital tool- which characterizes traditional reading classroom
box such as Wordle apps, power point to present environment, where these are perceived to be
lectures to these students on reading lesson in boring and the students lack the necessary skills
research methods, we have found it to be a to achieve.
method that the students enjoy and which enables So, using digital toolboxes in e-learning
them to understand the content presented without can boost the students’ reading motivation to
difficulty. Using digital toolbox in e-learning actualize their academic potensial in reading
makes the reading lesson interesting because they lessons.

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