The Effect of Using Digital Children’s Literature on Prathambooks.org to EFL College Students’ Vocabularies and Reading Anxiety at UNP

Yuliani, Yuliani (2023) The Effect of Using Digital Children’s Literature on Prathambooks.org to EFL College Students’ Vocabularies and Reading Anxiety at UNP. Skripsi thesis, Universitas Negeri Padang.

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Abstract

Digital children’s literature provides authentic and interesting reading media for EFL students. This research aims to investigate whether using digital children’s literature in the form of picture books on prathambooks.org has a significant effect on EFL college students’ vocabularies and reading anxiety. This study applied a quasi-experimental research design with a quantitative method. The population was the English language education major students who enrolled in Introduction to Literature subject for the 2022/2023 academic year. The sample was two classes consisting of 64 students from K6 and K7 which were selected using cluster random sampling. The data for vocabulary tests were gathered using a pre-test and a posttest of EFL college students’ vocabularies consisting of 150 vocabularies taken from 15 selected stories on prathambooks.org. Then, the data for reading anxiety were collected using pre-response and post-response to reading anxiety questionnaires adopted from Ahmad et al., (2013). A collection of 15 stories completed with vocabulary exercises and vocabulary lists was used as the reading daily treatment within 15 days. The data from the descriptive statistics test and paired sample test showed that students in the experimental class who followed the reading treatment with a guided learning approach increased their familiarity with vocabulary given statistically significant by about 4.78% from 497.44 or 66.32% to 533.25 or 71.1% and decreased their reading anxiety statistically significant by approximately 4.04% from 91.66 or 70.51% to 6.41 or 66.47%. On the contrary, the students in the control class who applied autonomous use of technology and did not receive any treatments or structured exercises increased their familiarity statistically insignificant by approximately 1.65% from 528.06 or 70.40% to 540.38 or 72.05% and increased their reading anxiety statistically insignificant by about 3.75% from 82.47 or 63.43% to 87.34 or 67.18% during that time. This research proves that employing digital children’s literature in the form of picture books on prathambooks.org with structured exercises has a significant effect on improving EFL college students’ vocabularies and decreasing their reading anxiety.

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