Enhancing reading engagement and literacy through READS roadmaps and interactive E-books
Abstract
Teacher reading engagement plays an important role in shaping the quality of reading instruction and supporting students reading literacy development. However, limited studies have integrated structured reading strategies with interactive digital tools while also considering teacher engagement as part of the instructional process. This study aimed to examine the effectiveness of the READS Roadmaps Strategy assisted by interactive e-books in improving students reading literacy and to describe how its implementation is reflected in teacher reading engagement. This study employed a mixed-methods approach using a concurrent embedded design with a quasi-experimental model. The participants consisted of two eighth-grade classes at a junior high school in Padang, Indonesia, including an experimental class (35) and a control class (34), as well as one English teacher involved as a contextual participant. Data were collected through students reading literacy tests, a teacher reading engagement questionnaire, and classroom observations. Quantitative data were analyzed using descriptive statistics and an independent samples t-test, while qualitative data were used to support and explain the findings. The results showed that students in the experimental class demonstrated greater improvement in reading literacy compared to those in the control class. The mean score of the experimental class increased from 65 to 82, while the control class improved from 66 to 70. The statistical analysis indicated a significant difference between the two groups. In addition, the teachers reading engagement showed an increase across motivational, strategic, and affective aspects, as reflected in questionnaire and observation data. In conclusion, the READS Roadmaps Strategy assisted by interactive e-books appears to be effective in improving students reading literacy and is associated with positive changes in teacher reading engagement. However, findings related to teacher engagement should be interpreted with caution, as they are based on descriptive data from a single participant.
Keywords: English Teaching, Interactive E-Books, Reading Literacy, READS Roadmaps Strategy, Teacher Reading Engagement
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DOI: https://doi.org/10.37058/tlemc.v9i2.17926
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TLEMC (Teaching and Learning English in Multicultural Contexts)
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115
email: [email protected]