Implementing IT-Based Learning to Improve  Students’ Reading Skills in English

Evinda Purnama; sam hermansyah; Maulina; Syarif Amin; Andi Rachmawati Syarif

Authors

Evinda Purnama Magister Pendidikan Bahasa Inggris, Universitas Muhammadiyah Kendari
sam hermansyah Universitas Muhammadiyah Sidenreng Rappang
Maulina Magister Pendidikan Bahasa Inggris, Universitas Muhammadiyah Kendari
Syarif Amin Magister Pendidikan Bahasa Inggris, Universitas Muhammadiyah Kendari
Andi Rachmawati Syarif Magister Pendidikan Bahasa Inggris, Universitas Muhammadiyah Kendari

Keywords:

IT-based learning, reading skills, EFL, junior high school, quasi-experimental, digital reading

Abstract

The rapid advancement of information technology has opened new opportunities to address low reading proficiency among Indonesian junior high school students in English as a Foreign Language (EFL) context. This study aimed to examine the effectiveness of IT-based learning in improving students’ reading skills. A quasi-experimental pretest-post-test design was employed with one intact class of 32 eighth-grade students (Class VIII B) at SMPN 5 Kendari during the 2025/2026 academic year. The intervention consisted of 10 sessions of technology-integrated reading activities using digital platforms, interactive e-books, online reading applications, and multimedia resources aligned with the curriculum. Reading skills were measured through a validated reading comprehension test focusing on literal, inferential, and evaluative comprehension. Data were analysed using paired-sample t-test. Results showed a significant improvement in students’ reading scores from pretest (M = 62.34, SD = 8.76) to post-test (M = 78.91, SD = 7.45), with t (31) = -9.87, p < .001, and a large effect size (Cohen’s d = 1.92). Qualitative observations further indicated increased student motivation, engagement, and confidence when interacting with digital texts. This study concludes that IT-based learning is an effective pedagogical approach to enhance EFL reading skills in junior high school settings. The findings provide practical implications for English teachers to integrate accessible digital tools in reading instruction, particularly in resource-limited contexts. Limitations and suggestions for future research are discussed.

References

Alakrash, H. M., & Razak, N. A. (2021). Technology-based language learning: Investigation of digital technology and digital literacy. Sustainability, 13(21), Article 12304. https://doi.org/10.3390/su132112304

Be?irovi?, S. (2021). The use of digital technology in foreign language learning. PMC. https://doi.org/10.1007/978-3-030-74958-3

Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press.

Dinda. (2025). The effect of digital reading platforms on EFL students’ reading comprehension: A quasi-experimental study. Klasikal: Journal of Education, Language Teaching and Science, 7(2). https://journalfkipuniversitasbosowa.org/index.php/klasikal/article/view/1287

España-Delgado, J. A. (2023). Kahoot, Quizizz, and Quizalize in the English class and their impact on motivation. HOW Journal, 30(1), 65–84. https://doi.org/10.19183/how.30.1.641

Hariyanti, W. (2025). Let’s Read application improves junior high school students’ reading comprehension. Indonesian Journal of Innovation and Science, 6(2), 1527. https://doi.org/10.56773/ijins.v6i2.1527

Hasumi, T. (2024). Technology-enhanced language learning in English education: A bibliometric analysis. Cogent Education, 11(1), Article 2297895. https://doi.org/10.1080/2331186X.2024.2297895

Hermansyah, S. (2026). Media pembelajaran berbasis teknologi digital. Jurnal Teknologi Pendidikan, 4(1).

Hermansyah, S. (2026). Pengembangan dan pengaruh media pembelajaran berbasis teknologi digital terhadap pembelajaran bahasa Inggris. Jurnal Teknologi Pendidikan, 4(1), 203.

Hermansyah, S., et al. (2025). Pelatihan pembuatan media ajar berbasis aplikasi digital Kahoot dan Wordwall. Community Development Journal: Jurnal Pengabdian Masyarakat, 6(6), 6339–6345.

Inayati, N., & Waloyo, A. A. (2022). The influence of Quizizz-online gamification on learning engagement and outcomes in online English language teaching. Journal on English as a Foreign Language, 12(2), 249–271. https://orcid.org/0000-0002-1299-073X

Jusrianto, Y. (2026). Optimalisasi literasi siswa melalui pendampingan mahasiswa PLP 2 di SMP Negeri 2 Panca Rijang. Indonesian Research Journal on Education, 6(1), 18–22.

Kencana, N., Diana, E., Revolina, E., Episiasi, & Hermansyah, S. (2025). The digital dilemma: Opportunities and threats for ELT students in the evolving classroom. Language and Education Journal, 10(2), 290–300.

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. https://doi.org/10.1017/S0958344008000335

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge.

OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing.

Putri, S. A., & Hermansyah, S. (2026). The role of Bugis Tabe’ culture in enhancing politeness strategies in English classrooms at SD IT Al-Iman Uluale, Sidrap. Edumaspul: Jurnal Pendidikan, 10(1), 167–172.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.

Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.

Sari, H., Hermansyah, S., Maming, K., Kahar, A., & Elfahmi, F. K. (2025). Understanding Indonesian students’ reading knowledge in digital literacy within socio-cultural of rural middle schools. International Journal of Information and Learning Technology, 42(5), 432–448. https://doi.org/10.1108/IJILT-12-2023-0239

Syahrir, H., Syamsu, T., Aisa, S., & Hermansyah, S. (2026). Enhancing EFL learners motivation through physical activities: A study in MTS YMPI Rappang. Edumaspul: Jurnal Pendidikan, 10(1), 159–166.

Usman, M. (2025). The effectiveness of the use of Aldiko Book Reader in Indonesian language learning for natural sciences. Journal of Paddisengeng Technology, 1(1), 144–150.

Usman, M., & Hermansyah, S. (2026). Media pembelajaran digital berbasis Visme dan dampaknya terhadap hasil belajar seni budaya siswa kelas VIII. Jurnal Teknologi Pendidikan, 4(1), 193–202.

Wahyuddin, N. R., Yanti, N. E., Arnas, R., & Hermansyah, S. (2025). Utilization of artificial intelligence in EFL learning from a digital literacy perspective. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature. https://doi.org/10.24256/ideas.v13i2.8331

Warschauer, M., & Healey, D. (1998). Computers and language learning. Language Teaching, 31(2), 57–71.

Yauri, A. M. (2025). Integrating digital readable applications to improve EFL reading skills in Indonesian junior high schools. Linguists: Journal of Linguistics and Language Teaching, 11(1), 9079.

Zainuddin, Z. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, Article 103729. https://doi.org/10.1016/j.compedu.2019.103729

Zhang, Y. (2022). The effect of educational technology on EFL learners’ self-efficacy and reading motivation. Frontiers in Psychology, 13, Article 912345. https://doi.org/10.3389/fpsyg.2022.912345