The Effect of Blended Learning and Digital Literacy on Students'

Reading Comprehension

Willy Satria

, Ifan Iskandar

and Ratna Dewanti

Doctoral Students of Applied Linguistics, Universitas Negeri Jakarta, Indonesia

Lecturer of Applied Linguistics, Universitas Negeri Jakarta, Indonesia

Keywords: Blended Learning Model, Digital Literacy, Flipped Classroom, a La Carte, Reading Comprehension, English

Text.

Abstract: Blended learning model and digital literacy is an interesting theme these days. There has recently been a lot

of research done on this theme, but not in relation to reading comprehension. It has a purpose to discover the

impact of the blended learning model and digital literacy on students’ for English reading comprehension

skill. The experimental method of a 2x2 ANOVA factorial design was based on second-year students in the

academic year of 2021-2022. Two instruments were used to collect data: a reading comprehension test

(multiple choice) and a digital literacy questionnaire. The data analysis used a two-way ANOVA with the F

test at a significance level of 0.05. The discoveries of this study are: 1) There was no significant difference

on reading comprehension between students who are taught using the flipped classroom and a la carte; 2)

There were significant differences between students with high digital literacy and students with low digital

literacy; and 3) There was no interaction effect between the blended learning model and digital literacy on

reading comprehension ability.

1 INTRODUCTION

Based on preliminary observations and the author's

experience in examining assignments and several

exam sheets of English education study programme

students at PGRI University of West Sumatra, some

problems are still worth reviewing both from the level

of reading comprehension and understanding of the

topic of the text being read. One of the results of the

reading comprehension test test found that out of a

total of 30 students who took the Advanced Reading

course obtained an average score of 62.4. Where the

average score obtained by students ranges from 60-

70.

The main difficulty experienced by students in

mastering reading comprehension skills is within the

students themselves. They have low enthusiasm and

motivation when faced with a lot of text. In line with

(Nanda & Azmi, 2020), conducting in-class research

at the University of Dharmas Indonesia, which states

that motivation is the main factor that becomes a

hurdle in learning reading comprehension so that

https://orcid.org/0000-0002-9739-2359

https://orcid.org/0000-0001-8078-3639

https://orcid.org/0000-0002-8184-0321

students are not interested in reading and

concentrating on analysing the text. Furthermore, low

knowledge of the topic of the text being read. This is

in line with the findings of (Kikas, Silinskas,

Mädamürk, & Soodla, 2021) who stated that the texts

given were not familiar to students so they struggled

and spent a long time to understand one text that was

more than 10 sentences.

Continuing from the previous paragraph, the

researcher assumes that the blended learning can be

used as a solution in improving learners' English

reading comprehension skills. Where blended

learning is able to actively engage learners to think

creatively, self-learn and interactively which is the

key to learning itself. Apart from these reasons,

effective and efficient factors are one of the reasons

why this learning model was chosen. This is in line

with (Geng, Law, & Niu, 2019) which states that

learning with any kind of model and model will not

have a good and maximum impact if it is not used

appropriately and efficiently.

374

Satria, W., Iskandar, I. and Dewanti, R.

The Effect of Blended Learning and Digital Literacy on Students’ Reading Comprehension.

DOI: 10.5220/0012201400003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 374-380

ISBN: 978-989-758-669-9; ISSN: 2975-9676

As a study material, this research is based on 5

primary reference sources that are used as a

benchmark. Research conducted by: 1. (Muharlisiani,

2015) with the title “The Usage of Skype Messenger

on Blended Learning, Weblog and E-learning to

Improve Student’s Writing Ability of the Fourth

Semester in English Education Department, Faculty

of Language and Science” Wijaya Kusuma

University, 2. (Tang & Chaw, 2016) with the title

“Digital Literacy: A Prerequisite for Effective

Learning in a Blended Learning Environment”, 3.

(Broadbent, 2017) with the title

“Comparing Online and Blended Learner's self-

regulated Learning strategies and Academic

performance”, and 4. (Kheirzadeh & Birgani, 2018)

with the title “Exploring the Effectiveness of Blended

Learning in Improving Reading Comprehension

among Iranian EFL Students”, and 5. (Alqahtani,

2019) with the title “The Usage of Edmodo: The

Impact on Learning and Students’ response”. The

variables studied by the researcher in order are about

1) blended learning, 2) digital literacy, 3) reading

comprehension. Furthermore, these three research

objects are included in the variables that will be

studied next.

So the researchers in this study conducted

experimental research to examine the effect of the

blended learning model using two classes

(Experiment class and control class) where each class

received different treatments. The experimental class

was treated with the flipped classroom model and the

control class was treated with the a la carte model,

although both types of models are contained in

blended learning.

Formulation problems of the research were posed

with these following research questions (Research

Question):

Is there a difference in reading comprehension of

students taught using the flipped classroom model

compared to students taught using the a la carte

model?

Is there a difference in reading comprehension

between students who have high digital literacy skills

and students who have low digital literacy skills?

Is there an interaction effect between the blended

learning model and digital literacy on students'

reading comprehension?

1.1 Theoretical Study

1.1.1 Reading Comprehension

Reading comprehension is a complex process of

shaping the meaning in the text by interacting with it

through a combination of prior knowledge, past

experience, information in the text, the reader's own

stance (Pardo, 2004). In gaining good comprehension

it is possible for readers to question, interpret, and

evaluate what they read so that through reading they

can have the ability to build knowledge, improve

understanding, and ultimately change thinking

(Harvey & Goudvis, 2007).

There are various factors that play a role in

reading comprehension, namely; one of them is social

motivation so that readers not only think about what

they read but about what they learn and how it is

formed so that they are able to develop insights and

think more deeply and critically about the topic at

hand and the world around them.

In addition, culture can also play a role in

understanding a text based on the extent to which the

writer and reader match the culture embraced in the

text (Erten & Razi, 2009). The reader's cognitive

development can play a role in his/her ability to

understand the text by influencing his/her ability to

evaluate it in different ways. Not only do readers use

their skills, knowledge and cognition to comprehend

the text but the culture, goals and motivations they

bring to the text can also have an impact on their

comprehension. In addition, readers need a variety of

skills such as basic language skills, decoding skills,

and higher-order thinking skills to be able to connect

and understand texts. They also need to have different

types of knowledge including background knowledge

and content knowledge.

Readers need to be able to connect known

information with new information to learn and create

meaning.

Furthermore, the purpose of reading can also

influence or change the way readers understand a

particular text (Aarnoutse & Schellings, 2004).

Motivation can also influence the interest, purpose,

emotion or perseverance with which a reader

comprehends a text. More motivated readers will try

harder to understand and construct meaning from a

text by applying a wider range of strategies while less

motivated individuals tend to put in less effort and are

rarely able to create meaning as strongly as highly

motivated readers (Pardo, 2004). In line with Pardo,

skilful readers use thinking-while-reading strategies

to help them understand what they are reading

(Aarnoutse & Schellings, 2004).

Connecting what readers know with new

information is at the heart of learning and

comprehension. Skilled readers ask questions about

themselves, the author, and the text they are reading.

They do this before, during, and after reading the text.

They also draw conclusions during and after reading

The Effect of Blended Learning and Digital Literacy on Students’ Reading Comprehension

375

and distinguish important from less important ideas in

the text.

Skilled readers can synthesise information within

and across texts to create meaning. They can monitor

the adequacy of their understanding and correct

incomplete understanding (Harvey & Goudvis,

2007). Therefore, both young and adult readers alike

can benefit from comprehension strategy instruction

(Guthrie, 2004). However, proficient readers are able

to adapt strategies to suit their reading goals

(Aarnoutse & Schellings, 2004; Harvey & Goudvis,

2007).

Online

Percentage

Learning

Type

Description

0% Tradisional

( T a t a p M u k a )

Learning with On-lin

posted content not delivered i

writing or verbally

1 sampai

29%

Facilitated

Web

Learning to use we

facilities to facilitate somethin

very important in face-to-fac

learning. By using Learnin

Management System (LMS) o

web pages, for example: t

upload syllabus, material

uizzes, exams.

1.1.2 Blended Learning

Blended learning is a combination of two learning

models consisting of face to face classes and

information technology (e-learning) as written by

(Garrison & Kanuka, 2004). Added by (Jachin &

Usagawa, 2017), blended learning refers to learning

activities that combine aspects of on-line and face-to-

face learning. Furthermore, there are several aspects

of information technology such as web-based

learning, mobile learning, video streaming,

asynchronous and synchronous audio communication

combined with face-to-face learning (Graham, 2005).

(Bonk & Graham, 2009) added that blended learning

is a combination of different training media

(technologies, activities, types of activities) used to

form an optimum training programme for specific

learners. The term blended means that training is

delivered in a traditional educator-led manner

supplemented by other electronic formats.

The difference between blended learning and e

learning is the percentage of online media used in the

learning or training. (Allen & Seaman, 2011)

formulated the percentage of the learning model

based on the use of online media used as follows:

30 sampai

79%

Pembelajara

bauran

(Blended

Learning)

Learning with a face-

to-face system. The

proportion of online content

and substance using online

and face-to-face

discussions is balanced.

80+% Online

Learning

It is learning that is

mostly or even entirely

online. This type of

learning does not utilise

face-to-face meetings at all.

1.1.3 Digital Literacy

The term digital literacy was first expressed by

(Gilster, 1997) in his book entitled Digital Literacy,

where digital literacy is defined as an attitude to

understand and use information in various forms from

a very wide range of sources accessed through

computer devices. Later, the term developed as stated

by (Bawden, 2001) who stated that digital literacy is

rooted in computer literacy and information literacy.

Furthermore, (Hague & Payton, 2010) explains

digital literacy as an attitude to create and share

information in different modes and formats; which

aims to create, collaborate and communicate

effectively and understand how and when digital

technology should be used to support the process.

Then (Paul, 2017) explains the definition of Digital

Literacy as an attitude towards the field of science to

use remote technological devices for various

purposes.

In line with the description above, the American

Library Association adds that digital literacy is an

attitude of using information and communication

technology to search, evaluate, create, and

communicate information, which requires both

cognitive and technical skills. Finally, according to

(Culture, 2017) digital literacy is the knowledge and

skills to use digital media, communication tools, or

networks to find, evaluate, use, create information,

and utilise it in a healthy, wise, intelligent, careful,

appropriate, and law-abiding manner in order to

foster communication and interaction in everyday

life. In conclusion, from some of the definitions

above, it can be concluded that digital literacy is the

ability to find, understand, evaluate, create and

communicate digital information in various formats

from various sources when presented through

information technology.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

376

2 METHODOLOGY

The research based on an experimental method with

a 2X2 factorial design to test the hypothesis to prove

the existence of a causal relationship between the two.

The design can be seen in the following table:

Table 1: Factorial Design 2x2.

Treatmen

Attribute

Blended Learning

Model (A)

Experimental

Group

(Flipped

Classroom) A1

Control

Group

(A La

Carte) A2

Digital

Literacy (B)

High Digital

Letacy (B1)

A1B1 A2B1

Low Digital

Letacy (B2)

A1B2 A2B2

The population of this study were students of the

English education study programme who took

Advanced Reading courses in the odd semester of the

2021-2022 academic year consisting of classes A, B

and C. Two (2) classes consisting of 30 students for

each class were taken deliberately to represent the

population. Later two (2) classes consisting of 30

students for each class were taken deliberately to

represent the population. Then these two classes will

be divided into experimental classes and control

classes using coins. The experimental class will get

treatment where students in the group are taught using

the flipped classroom model and the control class will

get treatment by being taught using the a la carte

model.

Data Collection Technique Researchers used 2

(two) instruments, namely reading comprehension

tests and digital literacy questionnaires that had gone

through validity and reliability tests first. Completion

of the instrument in the form of a questionnaire is

carried out at a time before the implementation of the

treatment, then the reading comprehension test is

given after the students get treatment. The data

collected were then statistically analysed using a two-

way analysis of variance (ANOVA)

technique with a significance level of 0.05.

However, before the data from the hypothesis test

results are carried out, normality test and

homogeneity test are carried out as prerequisite tests.

3 RESEARCH RESULTS AND

DISCUSSION

3.1 Data Description

The data obtained from the results of the research

design include students' ability to understand reading

texts in English after being taught using the flipped

classroom and a la carte models that have high digital

literacy.

Table 2: Summary of Group Description Data.

MPB

(A1)

MPT

(A2)

SLDT

(B1)

SLDR

(B2)

N Valid 16 16 16 16

Missing 0 0 0 0

Mean 21 17,44 18,88 19,56

Median 21 17,5 21 20

Std Deviation 3,33 3,69 4,20 4,53

Variance 11,07 13,6 17,65 20,55

Mode 21 22 21 20

Highest 27 22 23 27

Lowes

14 8 8 13

The following table also shown the sub-group’s

descriptive data summary.

Table 3: Summary of Sub-Group Description Data.

MPB-

SLDT

(A1B1)

MPT-

SLDT

(A2B1)

MPB-

SLDR

(A1B2)

MPT-

SLDR

(A2B2)

Vali

8 8 8 8

Missing

0 0 0 0

Mean

20,25 17,50 21,75 17,38

Median

21 17,5 21 17,5

Std Deviation

Lowes

2,76 4,60 5,95 2,83

Variance 7,64 21,14 35,43 8,00

Mode 21 22 21 18

Highes

23 22 27 22

This test is conducted to determine whether the

data from each group comes from a normally

distributed population or not. It is expected that the

sample of 60 people consisting of 2 groups of students

must be normally distributed.

A summary of the results of the normality test

calculation is in the table below.

The Effect of Blended Learning and Digital Literacy on Students’ Reading Comprehension

377

Table 4: Summary of Normality Test Calculation Results.

Group

coun

table Keterangan

1 14 0,1635 0,227

ormally

Distribute

2 14 0,1239 0,227

ormally

Distribute

1 14 0,1590 0,227

ormally

Distribute

2 14 0,0924 0,227

ormally

Distribute

1 7 0,1679 0,300

ormally

Distribute

1 7 0,1861 0,300

ormally

Distribute

2 7 0,2143 0,300

ormally

Distribute

2 7 0,1214 0,300

ormally

Distribute

From the table above, it is known that tested for

normality that the reading comprehension scores of all

groups of students tested for normality by the Liliefors

test give the value of L0 or the observation value of

Liliefors is smaller than the Ltabel or the critical value

of L at the significance level α = 0.05 with n = 7, the

value of Lt = 0.300 and n = 14, the value of Lt = 0.227.

Thus it can be concluded that all reading

comprehension scores of all sub-populations in this

study come from a normally distributed population. In

the appendix, it can be seen from the detail regarding

of the results from the normality test.

Homogeneity Test

F-test

From the calculation, the value of Fcount =

1.89 and the value of Ftable = 2.58 at the

significance level α = 0.05 and dk1 = 13 and dk2 = 13

so that H0 is accepted

Table 5: Summary of Homogeneity Test Results.

Group Variance

Join

Varian

coun

tab

Conclusion

A1B1 4,57

A1B2 4,95

6,64 3,15 7,82 Homogen

A2B1 3,90

A2B2 13,14

3.2 Research Hypothesis Testing

By using the two-way ANOVA table, the analysis

results are obtained as in the table below:

Table 6: Analysis of Variance Result Using SPSS. Tests of

Between-Subjects Effects Dependent Variable : Reading

Comprehension.

Source

Type III

Sum of

Squares

Mean

Squar

Sig.

Partia

l Eta

Squar

Correcte

d Model

72.000

4.000 1.756 .182 .180

Intercep

10.108.0

0108.

000

39.610 .000 .969

Learning

Model

.571

.571 .042 .840 .002

Digital

Literacy

69.143

9.143 5.059 .034 .174

Learning

Model &

Digital

Literac

2.286

2.286 .167 .686 .007

Erro

328.000 24

3.667

Total 10.508.0

Correcte

d Total

400.000 27

R Squared = ,180 (Adjusted R Squared = ,078)

Tests of Between-Subjects Effects

Dependent Variable: Reading Comprehension

Source Type III

Sum of

Squares

Mean

Square

Sig.

Corrected

Model

110.594

36.865 2.860 .055

Intercept

11819.531

11819.

531

917.0

.000

Learning

Model

101.531

101.53

7.878 .009

Digital

Literac

3.781

3.781 .293 .592

Learning

Model &

Digital

Literac

5.281

5.281 .410 .527

Erro

360.875 28 12.888

Total

12291.000 32

Corrected

Total

471.469 31

R Squared = ,235 (Adjusted R Squared = ,153)

Figure 1: Interaction Test Plot.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

378

Further discussion of the results of testing the

research hypothesis is as follows:

First Hypothesis: There is no difference in

students' ability in reading comprehension using

English between those who learn with the flipped

classroom model and those who learn with the a la

carte model.

Second Hypothesis: There is a difference in

reading comprehension between students that have a

decent digital literacy skill and students with the low

digital literacy skill.

Third Hypothesis: Lack of acknowledgement

between learning model and digital literacy on

students' reading comprehension.

4 CONCLUSION

The findings that have been stated in the results of data

processing can be summarised that the reading

comprehension of English texts in the group of

students taught using the flipped classroom model is

not significantly better than the group of students

taught using the a la carte model. Then the results of

the English text reading comprehension test for

students who have different digital literacy taught

using the same model have different results. Finally,

there was no interaction between the blended learning

model (flipped classroom model, a la carte model)

and digital literacy (high digital literacy, low digital

literacy) on reading comprehension.

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