Desi Tri Cahyaningati, & Lies Amin Lestari, The Use of Multimodal Text in…

THE USE OF MULTIMODAL TEXT IN ENHANCING ENGINEERING

STUDENTS’ READING SKILL

Desi Tri Cahyaningati

Politeknik Perkapalan Negeri Surabaya, Indonesia
E-mail: dtricahyaningati@ppns.ac.id
Lies Amin Lestari
UniversitasNegeri Surabaya, Indonesia
E-mail: lies.aminlestari@gmail.com
DOI : 10.26858/ijole.v2i2.6360
Abstract
It is believed that the students’ low reading proficiency, as shown in their TOEIC scores, is due to
their poor reading habit. One of the ways to overcome such a problem is by facilitating them with
a lot of reading practices in an extensive reading program. Since today non-printed multimodal texts
(NPMT) and Linear texts (LT) are available in the society, an experiment on which mode is most
effective to enhance the students’ reading proficiency needs to be done. This study aims to
investigate the effect of implementing non-printed multimodal text in an extensive reading program
on the students’ reading comprehension. Two groups of students undertaking engineering major at
a polytechnic in Surabaya, one group was exposed to NPMT and the other to LT in a one-semester
extensive reading program, were chosen to be the subject of this quasi experimental study. A pretest
and posttest on TOEIC were conducted to measure the students’ reading proficiency (only the
reading scores of the test were analysed for the purpose of the study). The t-test analysis using SPPS
for windows 23 shows that there is a significant difference in achievement between those who are
exposed to NPMT and LT after the reading program ends (p-value = 0.010). The NPMT group gain
better reading proficiency than that of the LT. It means the use of non-printed multimodal text in
extensive reading can boost the students’ reading comprehension.

Keywords: Multimodal Text, Linear Text, Extensive Reading, TOEIC

INTRODUCTION reading speed and comprehension were the

Based on the issue of students’ low reading causes of their low TOEIC scores.
score in TOEIC, the researcher considered The urgency of mastering reading skill
some factors that might contribute to their for engineering students was inevitably. This
low achievements in reading. A report on issue was based on the facts that students
TOEIC score of PPNS students (UPT Bahasa needed this skill not only as the requirement
PPNS, 2016) showed that the average scores to graduate but also as the assisting skill in
of reading section (section 2 of TOEIC) was understanding the engineering materials
below 50%. The percentage of average written in English. Unfortunately,
correct numbers of 100 reading questions engineering students’ reading skills did not
was 31, 40%. The report of students’ TOEIC meet those requirements. As a matter of fact,
scores also revealed that students often did their reading skills as measured by TOEIC
not complete the last part of the TOEIC test were considered low. The report of students’
(part VII) which has 40 questions of reading TOEIC scores also indicated that students
comprehensions (UPT Bahasa PPNS, 2017). often did not complete the last part of the
Those facts showed the possibility that TOEIC test (part VII) which has 40 questions
students could not complete the reading of reading comprehensions (UPT Bahasa
section because they had low reading speed PPNS, 2017). It showed the possibility that
and comprehension. Thus, the researcher students could not complete the reading
believed that students’ difficulties in their section because they had low reading speed
and comprehension. Therefore, it could be

65
International Journal of language Education, Vol. 2 No.2 pp. 65-73

assumed that engineering students’ the world since 20th century (Elley, 1991;
difficulties in their reading speed and Mason &Krashen, 1997; Nation, 1997; Day
comprehension were the causes of their low &Bamford, 2000, Nakanishi, 2011).
TOEIC scores. Therefore, this study The meaning of Extensive reading (ER)
attempted to analyze the effect of using has been defined by many researchers around
extensive reading program in boosting the world during these recent years. In 1990,
students’ TOEIC scores. In this case, this Susser and Robb define extensive reading as
study aimed to find out whether there were “reading (a) of large quantities of material or
significant differences in engineering long texts; (b) for global or general
students’ reading comprehension skills (as understanding; (c) with the intention of
measured by TOEIC) between the students getting pleasure from the text”. However,
who read non-printed multimodal text, and Richard Day and Julian Bamford (2002) has
linear text after the Extensive reading expanded this definition and explained in
program. Moreover, this study also reveals more details by listing 10 basic principles of
the students’ responses on the use of non ER.
printed multimodal texts during the extensive To attract students’ interests in
reading program. performing extensive reading program, the
use of non-printed multimodal text as the
LITERATURE REVIEW reading materials was implemented during
Indeed by implementing extensive the program. Walsh (2006) characterizes
reading program, students could develop multimodal texts as the texts which consist of
their reading skills by a lot of reading more than one “mode” (a kind of meaningful
practices. As reported by Morgan and Fuchs sign or symbol) so that the meaning of the
(2007) that many students who spend little text can be conveyed through a
time in involving with reading activities “synchronization of modes”. It means that
usually are not able to increase their reading the meaning of multimodal texts can be
skill as “skilled readers”. It means that understood by bringing together all of the
students need a lot of practices to read in different modes included in that text. In this
order to improve their reading speed. Thus, case, students may read the multimodal text
by receiving a lot of exposure of English on a piece of paper (printed) or on the
texts, students can obtain a lot of electronic screen (non-printed) such as
‘vocabulary, syntax, and other language computer which also include sound.
expertise’ that can assist them in using the Furthermore, Bearne (2007) describes any
target language. multimodal text might combine elements of
Moreover, one of the reasons why this a variety of semiotic resources including
study implemented extensive reading “gesture, movement, posture, facial
program was also caused by the minimum expression, images (moving and still, real or
input of English received by the students. In drawn), sound (spoken words, sound effects
reality, students did not often take any and music), writing (including font and
initiative in getting English courses outside typography)”.
their classroom. They only obtained English The reasons of this present study in using
during the lesson in the classroom. As a non-printed multimodal text from authentic
result, considerable input is necessary for the materials from the internet during extensive
students to boost their language skill reading program were supported by much
especially reading skill. It means that research. One of the researchers, Gilmore
meaningful comprehensible input that can be (2007), states that authentic materials are
obtained through extensive reading is what is “inherently more interesting than contrived
needed by students. In fact, the advantages of ones because of their intent to communicate
extensive reading program have already been a message rather than highlight target
acknowledged by many researchers around language”. It means that authentic materials

66
 Desi Tri Cahyaningati, & Lies Amin Lestari, The Use of Multimodal Text in…

are more preferable than the deliberately 20 minutes before every English lesson was
created materials. Moreover, Floris (2008) performed in experimental group classes.
indicates the need for implementing However, the second activity of this program
authentic materials in the course design took place outside the classroom (Out of
because authentic materials are “interesting, Class ER).
engaging, and relevant”. This idea is also The LT group was provided some linear
supported by Huang (2005) who prefers texts material for the students to read in and
“current popular authentic materials, outside the classroom. There were three
because they are superior in relevance to kinds of linear texts that were given to the
learners' lives here and now as well as in students; short (max 4 pages), long (max 8
display of easy but realistic, ready-to-use pages) and book (max 100-250 pages) linear
language”. texts. On the other hand, the use of non
printed multimodal texts as the reading
METHODOLOGY material during the ER program made use of
This study was set in a quasi the technology to support the reading
experimental design because individual activities that take place in and outside the
randomization was quite difficult to be classroom. In this case, it was important to
applied. In this case, the subjects of this study make sure that the students were familiar
were two intact classes of engineering with the use of internet in finding some
students semester 6th. Each class of these articles or e book. Therefore, for the first 4
groups consisted of 30 students which were meetings, the teacher directly asked them to
selected because they had the same age, level open certain website containing some article
and the same engineering background. suitable with students’ needs. In this case,
To know students’ reading comprehension students were not asked to open different
skills, both groups were tested with the website during the first weeks of extensive
TOEIC test before and after the treatment. reading program until they are used to do the
This test consists of two sections; 100 searching on the internet. This activity was
questions for Listening and 100 questions for meant to make the students’ familiar with the
Reading with “minimum score of 200 to a online reading program.
maximum possible score of 990”. However, The reading activities in this program
this study only used the result of reading involved individual activity. It means that
section of TOEIC test because it focused on every student in the experimental group read
students’ reading skill. The results of the individually and reported the activity on the
reading section of TOEIC test were then students’ worksheet. After they ended the
analyzed by using the SPSS program (the reading activity, sometime the teacher asked
independent t-test for equality of means). them to share in front of the class about what
The second instrument used in this research they have already read. In this case, students
was students’ worksheet that should be filled must follow the teachers’ guidance regarding
by the students and submitted to the teacher the implementation of In Class ER whose
after the extensive reading program in the detail activities can be seen in table 1.
classroom (in Class ER) and once a week
during the out of class ER. The students’ Table 1: In Class Extensive Reading
worksheet provided information on students’ Activities
responses during the Extensive Reading
program. Non Printed Multimodal Text
There were two activities of extensive Ask the students to read on the computer
reading program that were performed by the some short non-printed multimodal text
students in this research. The first activity materials on the selected website for about
was performed in the classroom (In Class 4 meetings
ER) which took once a week in about 15 to

67
International Journal of language Education, Vol. 2 No.2 pp. 65-73

Ask the students to read on the computer Provide some selected e-books to be
some longer non-printed multimodal text read as the final assignment 4 meetings
materials on the selected website for about Linear Text
4 meetings Provide some short linear text (max 4
pages) to read at home for about 4 weeks
Ask the students to select and find their own
reading materials to read on the computer Provide some longer linear text (max 10
(based on given topics) for about 4 pages) to read at home for about 4 weeks
meetings Ask the students to select and find their own
reading materials based on given topics for
Linear Text about 4 weeks
Provide some short linear texts material Provide some selected books to be read as
(max 4 pages) for about 4 weeks. the final assignment (4 weeks)

Provide some longer linear texts

material (max 8 pages) for about 4 weeks. Material Selection
Prior to the extensive reading program, it
Ask the students to select and find their was important for the teachers to prepare the
own reading materials to read in the appropriate reading materials that were
classroom (based on given topics) for about suitable for engineering students’ needs. In
2 weeks (max 4 pages linear texts) and max this case the writer performed the need
8 pages linear texts for the next 2 weeks. analysis to know the specifics topics of
reading materials that are suitable with
students’ needs. Based on the result of the
The second activity asked the students to need analysis delivered to the stake holders
spend their time reading the extensive (Engineering lecturers, industry, alumni, and
reading materials outside the classroom. students), the writer developed the reading
Thus, to control the activity, students were materials for the extensive reading by
asked to report the topics and the time of their selecting the suitable topics for engineering
reading in students’ reading log once a week students.
for 16 weeks. The following table showed the Since this study performed extensive
detail activities of the out class ER during the reading program, the next step was making
implementation. sure that those reading materials were easy to
understand. In this case, “Flesch Kin-
Table 2: Out Class Extensive Reading caidReadability Analysis” on the internet
Activities (http://www.readabilityformulas.com/freetes
ts/six-readability-formulas.ph ) was used to
Non Printed Multimodal Text check the reading ease and the grade level of
Provide some selected topics that should the articles given to the students. The range
be searched in certain website for about 4 of the ease score is between 0-100 in which
meetings the higher the score the easier to read the
article. For the detailed scores of reading ease
Provide some longer topics from certain can be seen in table 3.
websites to read at home for about 4 Table 3: Flesch Reading Ease
meetings 90-100 Very Easy
80-89 Easy
Ask the students to select and find their 70-79 Fairly Easy
own reading materials for about 4 meetings 60-69 Standard
50-59 Fairly Difficult
30-49 Difficult

68
 Desi Tri Cahyaningati, & Lies Amin Lestari, The Use of Multimodal Text in…

0-29 Very confusing 4 “How do 55,4 10,5 Fairly

scientists difficult
Moreover, the grade level shown in the measure sea to read
result of readability analysis indicates level?”
5 “How to 52,9 11,3 Fairly
students’ grade at schools for example if the
reduce difficult
grade level is 10 then the articles can be read machining to read
by 10th grade students. Since grade levels time with 3-
below 12 were for college students, the levels axis turning”
of the extensive reading materials used in this 6 “How can we 43,6 12,3 Difficult
study were between 8 and 11. In fact, those make to read
levels of reading materials were selected manufacturing
because they were within the students’ level. smarter?”
As suggested by Renandya (2016) that in the 7 “How to use a 63,9 8,4 Standard
extensive reading program the material used drill press
should be “within their current level”. It machine”
8 “Does an 50,1 11 Fairly
means that the reading material used in this
Indonesian difficult
program should be near the “students’ current who doesn't to read
level” of reading comprehension. Thus, the speak the
result of the readability analysis to some of language
the articles given to the students can be seen belong in the
in table 3 country?”
Table 4 shows ten examples of the 9 “You don't 65,7 7,1 Standard
readability analysis results on the reading need to
materials for the extensive reading program. remember
Those articles were selected because their your
ease score and grade level were suitable with passwords
anymore
engineering students. Mostly the levels of the
thanks to this
reading materials used in this study were new security
below 12 which indicated not too difficult or device”
“within the students’ level” for college 10 “Dogs more 52,6 11 Fairly
students. intelligent difficult
than cats, to read
Table 4: Result of Readability Analysis scientists say”
No Titles Ease Grade Meaning
1 “Climate 50,4 11,7 Fairly The results of the selected materials were
change not as difficult then given to the students in two formats;
threatening to to read non-printed multimodal texts and linear
planet as texts. The group of students who read non-
previously
printed multimodal text directly read the
thought, new
research
articles on the internet. Meanwhile, for linear
suggests” text groups, the writer provided some printed
2 “There's a 55,5 10,9 Fairly texts which are in linear mode. The example
second huge difficult of some non printed multimodal texts
plastic garbage to read material used by engineering students can be
patch in the seen in figure 1.
pacific”
3 “What’s the 67,8 7,9 Standard
best cheap
laptop for
university?”

69
International Journal of language Education, Vol. 2 No.2 pp. 65-73

the biggest score of pre test and post test of

reading TOEIC score is gained by Non-
Printed Multimodal Text group (Pre
Test=400, Post Test=400). However, the
lowest mean score of students’ pre and post
test reading skill is obtained by Linear Text
Group (Pre Test=146.83, Post Test=183.83).
Meanwhile, Non Printed Multimodal Text
group obtained bigger mean scores of pre test
and post test of students’ reading skill than
Figure 1: screenshot from
linear group scores.
howstuffworks.com
Table 6
The T-test result of TOEIC
Figure 1 shows a model of non printed
multimodal texts that was used by the
t-test for equality of means
students during the extensive reading
t df Sig. Mean Std
program. This website
diff error
(www.howstuffworks.com ) contains many
choices of multimodal texts which are 2.659 58 .010 41.67 15.67
suitable with students’ engineering 2.659 53,27 .010 41.67 15.67
background. In fact, students could not only
read the articles from this website but also
watch some interesting videos related with
the engineering topics. The finding of this study as shown in table 6
shows that the p-value is less than 0,05 which
FINDINGS AND DISCUSSION indicated there was a significant difference
Findings between the TOEIC scores of Non-printed
After following the extensive reading multimodal texts group and Linear texts
program by using different forms of reading group. Moreover, the mean score of Non-
materials Non-Printed Multimodal Text (NP) Printed Multimodal text group (225.5) is
and Linear Text (L), the students were tested higher than linear text group (183.83). Thus,
by Post TOEIC Test. Thus descriptive it revealed that the use of non printed
statistics of the pre and post reading section multimodal text material in extensive reading
of the TOEIC test of the two groups can be program was proven significant in improving
seen in table 5. students’ TOEIC scores than the use of linear
Table 5 texts.
Descriptive Statistics of TOEIC tests The next finding of this research derived
from the students’ responses on the program.
Variables Min Max Mean Students’ responses during the extensive
reading program using non-printed materials
Pre Test
mostly indicated positive reactions. Some of
NPMT 45 330 173.16
their positive responses could be seen in the
LT 70 255 146.83
following responses;
Post Test
NPMT 95 360 225.5
“I can know the point of a text in a faster
LT 105 275 183.83
way”
Table 4 shows that the lowest of pre test
“We can get much information around
and post test of reading TOEIC score is
the world by reading. This program can
gained by Non Printed Multimodal Text
make us exercise to read fast and get the
group (Pre Test=45, Post Test=95). Whereas
point of information”

70
 Desi Tri Cahyaningati, & Lies Amin Lestari, The Use of Multimodal Text in…

sounds. As Mayer (2005) stated in “cognitive

Based on the finding, it can be concluded that theory”, students are able to comprehend a
engineering students’ were proven more text easier when it is presented in the two
motivated in performing reading activities channels; “visual and the auditory channels”.
that involve the use of technology. As In this study, Mayer’s theory supported the
students said that they started to like English idea of using the non printed multimodal
when they read non printed multimodal text texts which facilitate the use of not only
during the extensive reading program. written texts but also the visual, sound, image
“Online extensive reading can make me and the motions that students can read from
start to like English, increase knowledge the internet.
and improving my vocabulary” However, using non-printed multimodal
texts as the materials for extensive reading
Those responses also revealed students’ cope with many challenges both for the
beliefs that by using non-printed multimodal teachers and the students. Therefore there are
texts they could learn English in a new some considerations that should be taken into
interesting way. They believed this program account before implementing non-printed
could increase their knowledge, their English multimodal text. Since the use of non printed
vocabularies, and their reading skills. multimodal texts requires the students to
Moreover, students also believed that by directly read from the internet, the first matter
reading non printed multimodal text, they can would concerns with the feasibility of the
read and get the point of the information from technology supporting the program. In this
texts faster. case, students should be provided with the
computers and internet networks. Indeed,
Discussion without the supporting technology, the
The significant difference between the program would be absolutely failed.
TOEIC scores of Non-printed multimodal The second challenge that should be
texts group and Linear texts group proves contemplated was on teachers’ skill in
that the use of non printed multimodal texts operating the technology used in this
was proven significant in improving program. Teachers who intended to
students’ TOEIC scores than the use of linear implement this instruction should be
texts. This finding was also supported by the prepared by some information technology
positive students’ responses to the program. trainings. By upgrading their skill, teachers
Based on these findings, the use of can train the students how to use the search
technology in learning English is inevitably engine in internet during the program.
useful in improving students’ skill and Moreover, the need to master this knowledge
motivation. is very important in assisting the students to
In this case, the benefits of using non- read online faster.
printed multimodal texts as the materials The third challenge faced by the students
used by the students during the extensive in using non-printed multimodal texts is on
reading program could be experienced by the complexity of the texts itself. As stated by
engineering students in improving their Hill & Hannafin (1997), “internet texts were
interests in reading activities. They were parts of a complex open-ended information
interested in learning English because the use system” which presented numerous contents
of non-printed multimodal texts conveyed including some “distracting advertisements,
the message of the texts through different inconsistent text structures, broken links and
modes; visual, sound and motion. Moreover, access to an infinite amount of information
by reading non-printed multimodal texts on completely unrelated to their intended
the internet students were also given the reading purpose”(Nielsen, 2002). These
opportunity to comprehend the texts complexities sometimes confused students’
supported with the visual images and the main objective in reading some engineering

71
International Journal of language Education, Vol. 2 No.2 pp. 65-73

articles. Therefore, students’ skills in using that have already done by other researchers
search engine should be prepared before using different kinds of reading text (linear
reading non-printed multimodal texts on text) such as reading short stories, novel or
internet. any interesting books. However, in assigning
the reading activities, teachers should
IMPLICATIONS consider students’ needs.
Based on the result of the research, there Hence, the last implication that all
are some implications that can be benefit to teachers should consider before
the English teachers especially those who implementing non printed multimodal text
teach engineering students. The first into extensive reading program is preparing
implication deals with the need in selecting the students to comprehend the strategies in
reading materials suitable with students’ reading online. In this case, teachers should
interest. In this case, teachers should find always perform experiments in the classroom
interesting materials which can stimulate and to find out the best approach to use with a
motivate learners. In fact, various constructs particular group and then adjust the learning
of reading motivation include the aspect of activities accordingly.
involvement which refers to “the pleasure
gained from reading a well-written book or REFERENCES
article on an interesting topic” (Wang and Bearne, Eve and Helen Wolstencroft. (2007).
Guthrie, 2004). Therefore, teachers should be Visual Approaches to Teaching
able to select interesting materials to Writing. UK: Paul Chapman Publising
encourage creativity and offer new ideas and Day, R., &Bamford, J. (2000). Reaching
information to learners. Of course, those reluctant readers. Forum, 38(3), 12-
materials should be grounded on students’ 17.
existing knowledge and previous experience. Day, R., &Bamford, J. (2002).Top ten
By selecting interesting materials, it is hoped principles for teaching extensive
that students’ passivity or negative attitude reading.Reading in a Foreign
toward reading can be overcome. Language 14(2), 136-141. Retrieved
The second implication related to the need from
in selecting the reading materials suitable http://nflrc.hawaii.edu/rfl/October200
with students’ level. Since this study 2/day/day.html
performs extensive reading program, Elley, W. B., (1991). Acquiring literacy in a
teachers should make sure that non printed second language: The effect of book-
multimodal text are easy to understand. In based programs. Language Learning,
this case, English teachers can make use of 41(3), 375-411. Retrieved from
the Flesch Kin-caid Readability Analysis http://libgen.io/scimag/ads.php?doi=10
program on the internet .1111%2Fj.1467-1770.1991.tb00611
(http://www.readabilityformulas.com/freetes .x&downloadname=
ts/six-readability-formulas.ph ) to check the Floris, F. (2008). Developing English for
reading ease and the grade level of the general academic purposes (EGAP)
articles given to the students. Thus, students course in an Indonesian university.
would not feel frustrated in performing the K@ta, 10(1), 53-62. Retrieved
activities in extensive reading program. fromhttp://puslit2.petra.ac.id/ejournal/i
The third implication deals with teaching ndex.php/ing/article/shop/16759/1674
methodology that would affect students’ 0
engagements during the learning process. In Gilmore, A. (2007). Authentic materials
this case teachers should give more variations and authenticity in foreign language
of the assignments for the students during the learning. Language Teach, 40, 97-
extensive reading program. There are some 118. Retrieved from
examples of the extensive reading practices http://libgen.io/scimag/ads.php?doi=10

72
 Desi Tri Cahyaningati, & Lies Amin Lestari, The Use of Multimodal Text in…

.1017%2FS0261444807004144&down .1007%2F978-3-319-38834-
loadname= 2_8&downloadname=
Hill, J., &Hannafin, M. (1997). Cognitive Storey, C., Gibson, K., & Williamson, R.
strategies and learning from the World (2006). Can extensive reading boost
Wide Web. Educational Technology TOEIC scores? In K. Bradford-Watts,
Research &Development, 45, 37–64. C. Ikeguchi, & M. Swanson (Eds.)
Hwang, C. C. (2005).Effective EFL JALT 2005 Conference Proceedings.
education through popular authentic Tokyo: JALT. Retrieved from
materials.Asian EFL Journal, 7(1). http://jalt-
Retrieved from http://www.asian-efl- publications.org/archive/proceedings/2
journal.com/March_05_ch.pdf 005/E034.pdf
Mason, B., &Krashen, S. (1997). Extensive Susser, B., & Robb, T. N. (1990).EFL
reading in English as a foreign Extensive reading instruction:
language.System, 25(1), 99- Research and procedure. JALT
102.Retrieved from Journal, 12(2) 161-185. Retrieved from
www.benikomason.net/.../extensive_re https://www.cc.kyoto-
ading_in_english_as_a_foreign_langu su.ac.jp/~trobb/sussrobb.html
age.pdf Walsh, M. (2006). Reading visual and
Mayer, R. E. (2005). Cognitive theory of multimodal texts: how is ‘reading’
multimedia learning. In R. Mayer (Ed.), different? Australian Journal of
Cambridge handbook of multimedia Language and Literacy, 29, 24-37.
learning (pp. 31–48). New York: Retrieved from
Cambridge University Press. https://www.researchgate.net/profile/
Morgan, P. L., & Fuchs, D. (2007). Is there a Maureen_Walsh5/
bidirectional relationship between publication/266184461_Reading_visu
children's reading skills and reading al_and_multimodal_texts_how_is_'rea
motivation?.Exceptional children, ding'_different/links/552731340cf2520
73(2), 165-183. Retrieved from 617a70bcf.pdf
http://libgen.io/scimag/ads.php?doi= Wang, J. H. Y., & Guthrie, J. T. (2004).
10.1177%2F001440290707300203&d Modeling the effects of intrinsic
ownloadname= motivation, extrinsic motivation,
Nation, P. (1997). The language learning amount of reading, and past reading
benefits of extensive reading.The achievement on text comprehension
Language Learning Online, 21(5). between US and Chinese students.
Retrieved from http://jalt- Reading research quarterly, 39(2),
publications.org/old_tlt/files/97/may/b 162-186. Retrieved from http://libgen
enefits.html .io/scimag/ads.php?doi=10.1598%2Frr
NIELSEN, J. (2002, April 14). Kid’s corner: q.39.2.2&downloadname=
Website usability forchildren. Jakob
Nielsen’sAlertbox. Retrieved April 1,
2018
fromwww.useit.com/alertbox/2002041
4.html
Renandya, Willy A. & Jacobs, George M.
(2016). Extensive Reading and
Listening in the L2 Classroom. English
Language Teaching Today, 5.
Retrieved from
http://libgen.io/scimag/ads.php?doi=10

73