Abstract :

This study examined the impact of integrated multimedia instruction on students’ reading comprehension achievement compared with the traditional print-based instruction. This research applied a quasi-experimental design involving two groups: experimental and control. In this experiment, there were 38 students assigned to the experimental group and 37 in the control group from 12th graders at MAN 1 Bandar Lampung. The experimental group received instruction that integrated text, picture, audio, video, and an interactive quiz in a single web post, whereas the control group used print-based instruction. Pre-test results showed relatively equal initial abilities with mean scores of 62.7 and 60.0 respectively for the experimental and control group, t = 0.697, p = 0.488. In comparison, after treatment, the average post-test score in the experimental group is remarkably higher at 83.3, while that of the control group is a mere 70.3, with t = 6.784; p-value = 4.38 × 10⁻⁹. This confirms that integrated multimedia instruction significantly improves students’ reading comprehension as compared to the print-based one. Integrating multiple media into a single web post tends to be more effective in bringing improvement to students’ reading achievement. This finding gives educators valued information on how to better use multimedia tools in order to improve reading instruction outcomes.

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Keywords :

educational technology, Integrated Multimedia Instruction, Multimedia Learning, Print-Based Instruction, reading comprehension

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