An analysis of students' perception of the use of e-reader applications in learning to read (a descriptive qualitative study at SMAN 16 GOWA). This study aimed to find out the effect of the E-book Reader application on the reading comprehension of students in the second grade of SMAN 16 Gowa. The result of this research showed that there are three effects of the E-book Reader application.
They are E-book Reader makes students more interested in reading a book; using E-book Reader is practical, the application draws attention to read carefully because it is practical, easy to use and does not require registration. If a new book or files are downloaded directly to the app, the files are automatically transferred to the eBook Reader app; using the E-book Reader application saves time and space. Penelitian ini akasitas untuk mengethait influenar aplikasi E-book Reader taapang permanesan membaka siswa kelas II SMAN 16 Gowa.
Jika buku atau file baru diunduh langsung di aplikasi, file tersebut secara otomatis ditransfer ke aplikasi pembaca E-book; Menggunakan aplikasi pembaca E-book menghemat waktu dan tempat. Bagaimana persepsi siswa terhadap penggunaan aplikasi E-book reader untuk pembelajaran membaca di SMAN 16 Gowa. Berdasarkan rumusan masalah, tujuan penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan aplikasi E-book reader untuk belajar membaca.
This research focused on the use of e-book reader application to teach reading of second grade at SMAN 16 Gowa.
INTRODUCTION
- Research Question
- Research Objectives
- Significant of Research
- Scope of Research
In this research we focus on the effect of using an e-book reader in the classroom. The results of the data analysis showed that the E-book Reader application had an effect on student learning. Based on the results of the students' interview and questionnaire, the majority of students had positive statements and answers about how the E-book Reader program helped them learn to read in the classroom because it brought them benefits .
When I read a book in E-book Reader, I am not bored because of the theme of the application. In addition, the data from the questionnaire showed that the material in the E-book Reader application is easy to read. Based on the above findings, the data revealed that the E-book Reader application had a positive impact on students' reading processes in the previous semester.
If you find the materials in the e-book reader difficult to use, you can explain why. To what extent do you find the module material easy to read in the e-book reader?
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
That students have reading material they can understand is one of the basic requirements of a successful extensive reading program (Harmer: 283). While reading, the reader reads different statements from the text that are important to apply (Snow 2002). Text processing involves encoding text, processing high-order linguistics and semantics, and improving itself for understanding.
If there is something they do not understand, then they use their background knowledge to try to clarify the meaning of the phrase or sentence. They can use their background knowledge or look for clues in the text to provide information about characters or themes that is not directly provided. For example, they can ask themselves questions about the meaning of what they read, they can repeat parts of their words, they can look up the meaning of difficult words or they can decipher the content of the text.
An individual, private, yet supportive reading environment is one of the reasons why ebooks have been proven to motivate children. The general conclusion from the results of the study shows that the level of the students. This is one of the reasons why educational institutions hesitate to implement technological changes because the budget will decrease.
Using a strategy like this makes students more successful in their comprehension and comprehension skills, and when students reach this point, they become successful in their comprehension and successful perception of their understanding of the text, and when they use it, they are aware that they are paying attention,” Hogan. 34;comprehension and comprehension activities mostly prior knowledge and basic assumptions" students need exposition, practice and response to understand comprehension strategies. Another strategy we can use to help students pay attention to the meaning of the text is to refer to and answer questions about the text.
Students must learn from prior knowledge and instructions in the text itself to make inferences about something that is otherwise not explicit. Students are members of the community who seek to develop their potential through a learning process offered at various levels, levels and forms of education, according to Act Number 20 of 2003 regulating the National Education System. It is possible to determine whether this sense is the initial perception that occurs and develops in children, changing their understanding of the world around them.
Conceptual Framework
A person can prepare a thing from what he has touched or caused by unintentionally touching an object with his skin, according to perception received through the sense of touch (skin). 3) Perception of Smell.
METHODOLOGY OF RESEARCH
- Subject of Research
- Research Instruments
- Data Collection Procedures
- Technique of Data Analysis
Thus, he researches the data by conducting interviews and questionnaires to observe the usage of the e-reader application. The class has been using the e-book reader app in teaching reading for the past semester. The researcher used interviews and questionnaires to gather more accurate and reliable data on the impact of an e-book reader application on the reading comprehension of students in the second grade of SMA 16 Gowa.
Most students were extremely satisfied with the E-book Reader application, and other students were somewhat satisfied, suggesting that this program had a favorable impact on students learning to read in the classroom. The use of E-book Reader makes the students more interested in reading One of the consequences of E-book Reader is that it offers features that make students more interested in reading a book. Furthermore, from the data questionnaire, it revealed that most students found the E-book Reader application extremely useful, while the remaining other students found it somewhat useful, implying that the effects of the E-book Reader- application helped 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).
When a new book or files are downloaded directly into the application, the files are automatically transferred to the E-book Reader application. So far I have not had any problems using the e-book reader, because it is a very practical and simple program. The finding description showed that an E-book reader application had an effect on students' reading.
The outcome of this description was related to the answer to the research question, which is to know what impact the E-book Reader application has on students' reading during the learning process. Most of the students found the material in the E-book Reader program to be easy to read, but none answered that they found it difficult. The findings showed that the E-book Reader program is extremely useful for students, as it saves time and space.
The data obtained through an interview and a questionnaire showed that the majority of students have a positive perception of using the E-book Reader application when reading. The researchers expected that the students will be more active and effective in their reading comprehension using the E-book Reader and can attract the students' attention so that the students can understand the lessons more easily. In order to know the effect of the e-book reader based on the experience of the students who used the E-book Reader application, the researcher used an interview and a questionnaire.
FINDIGS AND DISCUSSION
Discussion
Based on the results, the researcher discovered differences in results of SMAN 16 Gowa's second grade. The themes in the application help students because there are many colors in the themes so that students can change it along the way and make them interesting in reading a book because there is variety background that they can use while reading and they don't get bored as they read in a printed book. This tool helped students because it allowed them to read a large number of files and because it was easy to use.
Students can read books not only in the library or classroom, but also anywhere they have access to a phone or tablet. In this chapter, the researcher attempts to provide a summary of the results to answer the problems of this study. Therefore, the researcher can conclude that Gowa in the second grade of SMAN 16 student had a positive perception of learning to read in the classroom.
The application helped them to become better at reading because using the application makes students interested, using e-book reader is convenient for students, and using e-book reader saves time and space, so students can use it at any time and anywhere. For the second researcher, it is better if the next researcher uses a new way of collecting data about the students. The impact of e-books on children's and young people's reading motivation and reading skills.
Can you tell us your first impressions and thoughts about the e-book reader when you first received it and started using it? Now that you've been using the e-book reader for a while, have these thoughts and impressions changed at all, and how? If you find it difficult to adopt the e-book reader in your documents, please briefly explain what the problem or difficulty is.
Are there any features you wish the ebook had that could help you with your studies? If you are not satisfied with the e-book reader, please briefly explain the reason.
CONCLUSION AND SUGGESTION
Suggestion
An examination of silent versus aloud reading comprehension of elementary students using maze assessment procedures.
