It is a summary presentation of a research study about the use of e-books to improve reading comprehension among pupils in the EFL context.

1. THE USE OF E-BOOKSTO
IMPROVE READING
COMPREHENSION AMONG 4
YEAR OLD PUPILS
Yee, B. C. & Zainuddin, N. S. (2018).The Use of E-book to Improve Reading Comprehension among
Year 4 Pupils. Journal of English Education, 3(1, May), 23-3

2. Content
Introduction ResearchGap
Research
Questions
Significance of
the Study
Methodology
Context and
Instruments
Data
Collection and
Analysis
Results
Conclusion Implications
Suggestions
for Further
Research
Limitations

3. Introductio
n
This is an action research of using the Story Jumper as an
e-book to improve the reading comprehension among 4
year old pupils in one of the primary schools in Malaysia.
The standart curriculum system for primary schools has
been implemented since 2011.
The goal of the curriculum is to expose pupils to higher
order thinking skills as well as to produce pupils with high
intelligence, competence and problem-solving skills.
It also emphasizes 21st century skills such as engaging
students in the curriculum while the teachers act as a
facilitator.

4. Research
Gap
Based on the pastTeaching experiences as a teacher trainee,
the author identifies some problems with reading
comprehension.
The author noticed that some of the pupils were quiet during
the classes, they could not answer even the simplest reading
comprehension questions.
Some of the did not know how to complete the tasks given by
the teacher.
They often asked the meanings of the difficult words in
reading texts, which enabled the author to realize that pupils
could not comprehend the text sufficiently.
The author resorted a strategy which was by using the e-
books to help and improve pupils’ reading comprehension.

5. Research
Questions
Two research questions were formulated
for this study:
• How does e-book strategy improve the
pupils reading comprehension?
• How does e-book strategy motivate the
pupils in learning?

6. Literature
Review
Vygotsky’s ZPD & Scaffolding
21st Century Learning Skills
(using technology)
Bloom’sTaxonomy (Lower &
Higher OrderThinking Skills)

7. Methodology

8. Context &
Participant
s
The study was
carried out with
20 pupils, with 7
of them males
and 13 of them
were females.
It took place in a
primary school
class with year 4
pupils in
Malaysia.
The participants
were purposively
chosen because
their reading
comprehension
skills were weak.
Their levels of
proficiency were
from low to
intermediate
level.

9. Instrument
s
Three different instruments were
applied for data collection
procedures.
These were pre/post tests, pupils’
work and reflective journal.
To increase validity and reliability,
data triangulation method was
applied in the action research.
All the instruments have been
checked and verified by the experts
(teacher trainers)

10. Data Collection and Analysis
The researcher
designed the e-book
using the software from
Story Jumper as it could
be accessed for free.
The pupils also
accessed the platform
outside the classroom.
A pre-test and post-test
was implemented
before and after the
treatment.

11. ■ 1st week of the implementation
– The teacher introduced the –
ebook.
– The teacher explained some
difficult vocabulary items.
– The teacher chose pupils randomly
to read the text.
– The teacher showed pupils the e-
book and the graphics related to
topic.
– Most pupils were not excited.
– Some started to focus their
attention towards the end of the
session.
– The teacher did not show or teach
any vocabulary items.
Action
Research
Procedure
s

12. ■ 2nd week of the implementation
– The teacher included some
graphics into the e-book to attract
attention.
– The teacher added some elements
such as vocabulary lists and
pictures.
– Participants’ reactions were
different than the 1st of the
implementation.
– Pupils seemed more motivated
compared to the previous week.
Action
Research
Procedure
s

13. ■ 3rd week of the implementation
– After some teaching of the topic,
the participants were asked to do
the reading comprehension on
their own.
– The participants answered the
comprehension questions correctly.
– Worksheets were given to
noticeable differences in their
performance.
– All students behaviours were
observed and progress in their
actions were written on the
teacher’s reflective journal.
– The implementation lasted three
weeks.
Action
Research
Procedure
s

14. Results
■ Main Analysis:
– Pre-test & Post-test Results
Pre-test Post-test
Mean 45.83 93.33
Standard Deviation 9.17 8.16

15. Conclusion
■ How does e-book strategy improve
the pupils in reading comprehension?
There has been a statistically
significant mean difference between the
mean scores of pre/post test.
Sts could write more correct
answers to the worksheet when
compared to the 1st week.
E-book strategy was definitely
helpful for increasing reading
comprehension.
Computer assisted multimedia can
improve pupils’ learning and retention.

16. Implications
■ How does e-book strategy motivate
the pupils in learning?
Pupils were engaging and active.
The strategy was encouraging.
E-books can have a very positive
impact on students’ interest.
Students attended actively and
discussed reading with their friends.

17. Suggestions for Further Research
To add the element of game as well as pictures and graphics to
the e-book strategy may enhance the motivation of pupils.
The e-book can be used as a remedial tool for pupils with
learning disabilities.
The contents in the e-book can be changed according to the
pupils interests.
The teacher may alter the words in the e-book and match
them with the pupil’s level.

18. THANKYOU