The Role of Multimodal Approach in Enhancing Reading Comprehension Skills in Junior High School Students

Sulthan Fari Farras Fathin; Mutiarani Mutiarani

doi:10.55606/jurribah.v4i3.7717

Authors

Sulthan Fari Farras Fathin Universitas Muhammadiyah Jakarta
Mutiarani Mutiarani Universitas Muhammadiyah Jakarta

DOI:

https://doi.org/10.55606/jurribah.v4i3.7717

Keywords:

English Education, Junior High School, Learning Media, Multimodal Approach, Reading Comprehension

Abstract

This study investigates the effectiveness of a multimodal approach in improving students’ English reading comprehension at SMPN 10 South Tangerang during the 2025/2026 academic year. Involving 42 eighth-grade students, the research aimed to determine whether integrating various modes of learning—such as text, images, audio, and video—could enhance reading comprehension more effectively than traditional text-based instruction. A pre-experimental one-group pre-test and post-test design was used to measure students’ progress before and after the implementation of multimodal learning. Data were analyzed using a paired sample t-test to identify significant differences between the two tests. The results indicated a notable improvement, with the mean score increasing from 70.48 on the pre-test to 79.76 on the post-test, representing a gain of 9.28 points. The significance value (Sig. 2-tailed = 0.000) confirmed that the improvement was statistically meaningful. These findings demonstrate that multimodal instruction enhances comprehension by presenting information through multiple sensory channels, supporting diverse learning preferences, and creating a more engaging and interactive learning environment. The study concludes that the multimodal approach is an effective method for teaching reading comprehension in junior high school and recommends broader application in English classrooms to strengthen students’ motivation, understanding, and overall learning outcomes.

Downloads

Download data is not yet available.

References

Al-Muttairi, F. Z. S., & Al-Alusi, A. H. S. H. (2025). Multimodal communication in ESL learning: Examining the integration of visual, auditory, and textual elements in digital media with a focus on quality education (SDG 4). Journal of Lifestyle and SDGs Review, 5(3), e04773. https://doi.org/10.47172/2965-730X.SDGsReview.v5.n03.pe04773

Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi.org/10.1177/2372732218816339

García, C. G., & Camarillas, N. G. (2020). Multimodal and perceptual learning styles: Their effect on students’ motivation in a digital environment. The EuroCALL Review, 28(2), 23. https://doi.org/10.4995/eurocall.2020.12758

Guo, X. (2023). Multimodality in language education: Implications of a multimodal affective perspective in foreign language teaching. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1283625

Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2020). The effects of inference instruction on the reading comprehension of English learners with reading comprehension difficulties. Remedial and Special Education, 41(5), 259–270. https://doi.org/10.1177/0741932518824983

Hariyanti, W., Fitrilia, I., & Kalsum, U. (2025). Let’s Read application improves junior high school students’ reading skills. Indonesian Journal of Innovation Studies, 26(3). https://doi.org/10.21070/ijins.v26i3.1527

Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading comprehension. Policy Insights from the Behavioral and Brain Sciences, 3(1), 62–69. https://doi.org/10.1177/2372732215624707

Kristiani, P. E., & Pradnyadewi, D. A. M. (2021). Effectiveness of YouTube as learning media in improving learners’ speaking skills. The Art of Teaching English as a Foreign Language, 2(1), 7–11. https://doi.org/10.36663/tatefl.v2i1.97

Lai, H. S., Abdullah, T., Abdul Aziz, A., & Abdul Samat, N. (2022). Vocabulary learning in reading comprehension: Learners’ perception of the use of morphemic analysis and contextual clues strategies. LSP International Journal, 9(2), 49–64. https://doi.org/10.11113/lspi.v9.19309

Mathebula, N. Z., Moila, O., Maile, S., & Mnisi, S. (2025). Inadequate teacher training as a barrier to ICT integration in early childhood education: A case of selected primary schools in Tshwane West District circuit 4. International Journal of Learning, Teaching and Educational Research, 24(3), 55–74. https://doi.org/10.26803/ijlter.24.3.3

Nor, H., & Septiani, A. (2023). Enhancing reading instruction through multimodality: A pathway to success. Tefla Journal (Teaching English as Foreign Language and Applied Linguistics Journal), 5(1). https://doi.org/10.35747/tefla.v5i1.649

Pardede, P. (2019). Print vs digital reading comprehension in EFL: A literature review. JET (Journal of English Teaching), 5(2), 77. https://doi.org/10.33541/jet.v5i2.1062

Pelila, J. R. O., & Palangyos, A. C. (2022). Consolidated reading strategies used in comprehending text from various studies: A systematic literature review. Journal of Language Education and Educational Technology (JLEET), 6(2), 54. https://doi.org/10.33772/jleet.v6i2.20019

Plummer, K. J., Kebritchi, M., Leary, H. M., & Halverson, D. M. (2022). Enhancing critical thinking skills through decision-based learning. Innovative Higher Education, 47(4), 711–734. https://doi.org/10.1007/s10755-022-09595-9

Putri, S. A., & Mutiarani, M. (2025). Students' reading comprehension skills of news item texts using online sources: Error analysis. Journal of Islamic Education Management: Al-Munadzomah, 4(2).

Rahman, E. Y., Yusuf, F. N., & Juhana, J. (2024). Text-based approach & the students’ writing skill: Case at different proficiency levels. Journal of Education Research, 5(1), 217–229. https://doi.org/10.37985/jer.v5i1.426

Rashid, N., Khanum, N., & Khan, F. R. (2024). The effect of animation as a teaching tool on students’ learning – An experimental study. Media Literacy and Academic Research, 7(1), 129–144. https://doi.org/10.34135/10.34135/mlar-24-01-07

Sidabutar, M. N. A., Theruvil Sayed, B., Ismail, S. M., Teves Quispe, J., Yangali Vicente, J. S., Suardi Wekke, I., Jassaim Shanan, A., & Nourabadi, S. (2022). Reading digital texts vs. reading printed texts: Which one is more effective in Iranian EFL context? Education Research International, 2022. https://doi.org/10.1155/2022/7188266

Sitepu, K. N., & Mutiarani, M. (2023). The advantages and limitations of traditional game Engklek as a media in students’ vocabulary mastery. Indo Green Journal, 1(2). https://doi.org/10.31004/green.v1i2.8

Thompson, R., & Mcilnay, M. (2019). Nobody wants to read anymore! Using a multimodal approach to make literature engaging. Journal of English Language and Literature, 7(1), 21–40.

Tias, B. O. S., Humaira, & Hudri, M. (2024). Increase students reading comprehension through retelling technique: Using Storybird. Proceedings of KOPI X LATTE Conference, 3(2), 327–336. https://doi.org/https://doi.org/10.32528/issh.v3i2.609

Zeidan, A. (2024, August 7). Languages by total number of speakers. Encyclopedia Britannica.