An Analysis of The Effectiveness of Digital Literacy for Reading Comprehension: The Twelfth Grade Students’ Perspectives

Abstract

The purpose of this study was to find out the effect of using digital literacy on students' reading comprehension. The design of this study was Quasi-Experimental with pretest and post-test. Thus, two classrooms of twelfth grade containing the total of 60 students of SMA Negeri 1 Angkola Selatan were selected as the sample based on their similar characteristics and were assigned into an experimental and a control group. In collecting the data, reading and listening tests as well as observations were utilized to assess participants’ comprehension abilities prior to and after the treatment. In analyzing the data, the t-tests (paired sample, and independent sample) were run in SPSS. In addition, Cohen D formula was applied to determine the effect size. The results showed that there were no significant differences (p > 0.05) between the means of the pretests scores, and there were significant differences (p < 0.05) between the means of both groups post-tests scores, reading comprehension (p=0.02), and listening comprehension (p=0.04). In other words, the students’ comprehension levels were similar prior to the treatment, and the students of the experimental group outperformed the control group after the treatment. In addition, the values of the effect size obtained, reading (0.5), and listening (0.5), were categorized into the moderate effect size. Thus it was inferred that the use of digital literacy (storytelling )