CHAPTER III METHODOLOGY OF RESEARCH
E. Technique of Data Analysis
Based on Miles and Huberman (2019) there are three steps in analyzing data, namely reduction data, display the data and conclusion drawing. The components of the analysis are interrelated throughout the research process.
a. Data Reduction
Reduction is the process of selecting, focusing, simplifying and abstracting the data. According to Miles and Huberman (2019), data reduction can be interpreted as a process of selection, simplification, and transformation of data into field notes. There are many data to collect from the interview and questionnaire. The data reduction will do by summarizing the raw data that we will get from interviews and questionnaires. Then, the next thing is the researcher will be finding the data which is related with objectives of research.
b. Data Display
The next component is analyzing data. A display of the data is a descriptive of the data. Data display is a set of information which has been classified and organized based on the data reduction which leads to conclusion (Miles and Huberman, 2019). This technique is used in organizing information, description or narration to draw conclusions. By presenting data, the researcher considers what needs to be done, in addition, the researcher can make an analysis or take other actions based on his understanding in the form of narration. In addition, the researcher made the analysis or took the order
action-based on researcher understanding. The researcher displayed the data then described it. After describing the data, the researcher will make analysis of the data.
c. Conclusion Drawing
The last activity is drawing conclusions. This stage shows the final results of the study. It consists of conclusion and verification. The researcher draws the conclusion and interpretation related to the data.
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FINDINGS AND DISCUSSION
This chapter discusses the findings of the researcher's research. The ultimate outcomes of the researcher's research will be described in this chapter.
A. Findings
The researcher describes the results of the data analysis based on the problem description in this part. The results of the data analysis revealed that the E-book Reader application had an effect on students' learning.
The researcher used interviews and questionnaires to gather more accurate and reliable data on the impact of an E-book reader application on students' reading comprehension in SMA 16 Gowa's second grade. The researcher set up a Whatsapp group and emailed the students a document file with a list of interview questions. The researcher gave the students 11 questions to respond and scheduled an interview with them. The researcher conducted individual interviews across multiple days utilizing the Whatsapp service. Individual interviews were done on April 21st, 2021, using the Whatsapp program. Despite the fact that the student had been using the application since the previous semester, this was based on early observations, and the teacher claimed that the application assisted the students in their reading part.
After the interview, the researcher instructed the students to access the questionnaire link and then fill out the google form. The researcher double-checks
the students' submissions to ensure that all students return the files, and the data questionnaire collection took many days. The findings of the questionnaire can be found in the appendix in the form of appendix.
Based on the results of the students' interview and questionnaire, the majority of students had favorable statements and responses about how the E-book Reader program helped them learn to read in the classroom since it provided them with benefits. Most of students were extremely satisfied with the E-book Reader application, and other students were somewhat satisfied, indicating that this program had a favorable impact on pupils learning to read in the classroom.
The researcher extracted three points of students’ perception on the use of E-book Reader in learning reading:
1. Using E-book Reader makes the students more interested in reading One of the effects of E-book Reader is that it offers characteristics that make students more interested in reading a book. According to the result of data analysis from interview, the majority of students were pleased with the application's features. The themes of the application help the students because there are many colors of the themes, so the students can change it the way want and make them interested in reading a book because there are various backgrounds that they can use while reading and they do not bored as they read in print book. There are multiple fonts, one of which, a style, it is easier for the eyes to read.
According to an interview, student A, G and K stated,
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"The existence of an e-book reader makes it very easy for me to read because there are many colors we can used when reading E-book."
Student F and H backed up the statistics by revealing:
“I am not bored when reading a book in E-book Reader because the theme of the application”
In addition, the data from the questionnaire showed that the material in the E-book Reader application is simple to read. The majority of students' responses revealed that it is simple to read, and there isn't a single student response that is challenging for them. Furthermore, from the data questionnaire revealed that most of students found the E-book Reader application to be extremely helpful, while the remaining other students found that somewhat helpful, implying that the effects of the E-book Reader application aided students in the reading process and allowed them to read comfortably without difficulty, and thus the students stated that it was effective for them (figure 4.5)
2. Using E-book Reader is practical
According to the interview, the majority of students expressed a strong desire to read. E-book Reader easy to open document, PDF, or book, transfer E- book or documents and to get what we want to read. The application is light students could easily to download from play store or the app store on any sort of mobile phone or tablet.
This application draws their attention to read carefully because it is practical, easy to use, and requires no registration. Students can also use the
application offline. In one application, students can read any book or document, including Microsoft Word documents, PDF files, and archives. If a new book or files are downloaded directly on the application, files are automatically transferred to the E-book Reader application. It's also simple to navigate through directories and downloads in the app, including the ability to view the complete page, flip the screen. This tool aided the students since it allowed them to read a large number of files and because it was simple to use.
Student I and F admitted in support of the data:
“So far, I have had a lot of experience while using the e-book reader because this application so practical because there is no registration easy to transfer book or documents and get knowledge in the school environment or outside the school environment,”
Based on the evidence, student J and N stated:
“For the time being, I haven't had any problems utilizing the e-book reader because it is a really practical and simple program. Since I started using the E-book reader, I have had no problems.”
“It's quite simple to transfer files to an e-book reader. It's not difficult for me.”
Based on the results of the survey, most of students said it was easy to read, other students said it was neither easy nor tough, and it was extremely easy, indicating that the majority of people said it was easy to read. (see fig.
4.4)
3. Using E-book Reader application saves time and space
According to the interview, the researcher discovered that the application is quite beneficial to students because it saves time and space. They
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can utilize the app in their spare time to make their daily lives more productive by reading a lot of books or documents, and it can also help them read quicker.
Students can read books not only in the library or in the classroom, but also anywhere they have access to a phone or tablet.
Personal thematic collections can be created using the Collections tool (bookshelves). At the same time, books and papers can be added to one or more collections. They need a place to store their book collection so they don't have to worry about losing them and having to buy new ones. This program also eliminates the need for pupils to carry books around with them. It is backed up by the following comment from students F:
“I can say it’s good for me because an E-book saves time and space.”
After using E-book Reader the students also do not need to bring book everywhere or buy a new book for their study because they can access in the application by their phone or tablet, it supporting by some students’ perceptions:
”I no longer need to buy printed books since I used an E-book Reader, the application much more practical, less heavy, and definitely take up less space”
This is the location where we keep our book collection. We no longer need to save books because we are afraid of having to replace them if the library is gone. Student D also revealed the following:
“E-books allow me to study or read whenever and wherever I want.”
Figure 4.3 from the data questionnaire revealed that most of students utilized this app in areas other than public venues (library, school, public transportation etc)
B. Discussion
The finding description revealed that an E-book reader application had an effect on students' reading. Based on the findings above, the data revealed that the E-book Reader application had a positive impact on students' reading processes while the previous semester. The outcome of this descriptive dialed with the response to the research question, which to know the impact of the E-book Reader application on students' reading during learning process. Based on the findings, the researcher discovered differences in outcomes at SMAN 16 Gowa's second grade.
Students' responses indicated that utilizing the E-book Reader application made them interested in reading. According to the result of data analysis from interview showed the majority of students were pleased by supported application's features. The themes of the application help the students because there are many colors of the themes, so the students can change it at the way and make them interesting in reading a book because there are variation background that they can used while reading and they do not bored as they read in print book. There are multiple fonts, one of which, a style, it is easier for the eyes to read.
This program draws their attention to read carefully because it is practical, easy to use, and requires no registration. Students can also use the application offline. In one application, students can read any book or document, including
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Microsoft Word documents, PDF files, and archives. If a new book or files are downloaded directly on the application, files are automatically transferred to the E-book Reader application. It's also simple to navigate through directories and downloads in the app.
This tool aided the students since it allowed them to read a large number of files and because it was simple to use. It is supported by Picton’s research (2004) discovered that the most essential component of student literacy development is the use of electronic texts, which must be realized since students' enjoyment of reading increases as features are added year after year. Many functions that can be used when reading an e-book were discovered, including the ability to view the complete page, flip the screen, change text letters, and others.
The findings revealed the features that can be found in an E-book Reader.
It increased students' interest in reading a book or material. The majority of students stated that the features were helpful in their reading process, therefore they were satisfied with their reading.
This program draws their attention to read carefully because it is practical, easy to use, and requires no registration. Students can also use the application offline. Because the app was light, students could easily download it from the play store or the app store on any sort of mobile phone or tablet. The material on the E-book Reader program was found to be easy to read by the majority of students, and there was no student response that it was difficult for them.
The data above agrees with Picton (2014), who discovered that the most crucial aspect of student literacy learning is the utilization of electronic texts.
because the elements supplied to children boost their enjoyment of reading from year to year many functions that can be used when reading an e-book were discovered, including the ability to view the complete page, flip the screen, change text letters, and others.
The findings revealed that the E-book Reader program is extremely beneficial to students because it saves time and space. They can utilize the app in their spare time to make their daily lives more productive by reading a lot of books or documents, and it can also help them read quicker. Students can read books not only in the library or in the classroom, but also anywhere they have access to a phone or tablet. This is evidence from Arderson's studies (2018) observed that E-readers allow students to choose and access reading content, read anywhere and at any time, and talk more openly with others about the context in which they are reading. Pupils are more likely to engage in activities that they deem simple and that make them feel successful. For example, more students who choose to read have a higher likelihood of reading proficiency and achievement.
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CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher describes the conclusions that can be obtained from the research results and suggestions related to this research. In this chapter the researcher tries to provide a summary of the results to answer the problems of this study.
A. Conclusion
The data obtained from the interview and questionnaire showed that most of students had positive perceptions by using E-book Reader application in reading. Therefore, researcher can conclude at second grade students of SMAN 16 Gowa had positive perception in learning reading in the classroom. The application helped them to better on reading, because using the application makes the students interested, using E-book reader is practical to the students and using E-book reader save time and space so the students can use it anytime and anywhere. The researcher believes that with all the positive effects they got bring them to a good future.
B. Suggestion
Based on the findings presented in the chapter four, there are some suggestions as follow:
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1. The researcher were expected that the students be more active and efficient in reading comprehension by using E-book Reader application and can attract students' attention so that students can easily understand the lessons given.
2. To know the effect of e-book reader by students’ experience that used E-book Reader application, the researcher used interview and questionnaire. For the other researcher it is better if the next researcher should use a new way to collect data of the students.
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BIBLIOGRAPHY
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Larson, L. C. (2010). Digital Readers: The Next Chapter in E-book Reading and Response. Science, 16
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APPENDICES
INTERVIEW
1. Could you tell us your first impression and thoughts about the e-book reader when you first received it and started to use it?
2. Now you have been using the e-book reader for a while, have these thoughts and impressions changed at all, and in what way?
3. If you find the materials on the e-book reader difficult to use, can you explain why?
4. If you find it difficult to transfer e-book reader into your documents, can you briefly explain what the problem or difficulty is?
5. Has the e-book reader changed the way that you study?
6. Are there any functions that you wish the e-book had that would help in your studies?
7. Can you briefly explain what has been changed in your reading comprehension?
8. Is the E-book reader helps you to identify the main idea and key details?
9. Is the E-book reader helps you to identify unfamiliar vocabulary?
10. If you are not satisfied with the e-book reader, can you briefly explain the reason?
11. Overall, how would you summarize your experience with the e-book reader?
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QUESTIONNAIRE 1. How often do you use the e-book reader?
a. Very often (i.e. most days)
b. Relatively often (i.e. a couple of times a week) c. Not often (i.e. a few times a month at the most) d. Never use it
2. How long do you use the e-book reader each time?
a. Under 30 minutes
b. Between 30 to 60 minutes c. More than 60 minutes d. It depends
3. Where do you usually use the e-book reader? (You can choose more than one answer)
a. At home b. At office
c. At public places (i.e. the library, Cafe) d. On the move (i.e. train, bus, plane)
4. To what extent do you find the Module material on the e-book reader easy to read?
a. Very easy b. Easy
c. Neither easy or difficult d. Difficult
e. Very difficult
5. How helpful do you find the e-book reader in your reading comprehension?
a. Very helpful
b. Helpful to some extent
c. It doesn’t make any difference d. Not helpful at all
6. Can you tell us what else you use the e-book reader for? (You may choose more than one answer)
a. Novels
b. Course related material (i.e. journal articles)
c. Material to support my study from other sources (i.e. the internet) d. Documents created by myself
e. Audio material other than the podcasts