First Research Question
Table 1. Pre-test and post-test score
From table one, it can be seen the increasing mean from pre-test (2.90) to post-test (7.65). It
showed the results of students comprehension skills in answering the comprehension text
before using multimedia in the pre-test and after using multimedia in using the post-test. The
mean difference (4.750) showed a considerable increase in the score test after the intervention
implemented on teaching reading comprehension.
PARTICIPANTS PRETEST POSTTEST MARGIN OF
DIFFERENCE
1 2 8 6
2 3 8 5
3 4 7 4
5 3 8 5
6 3 8 5
7 3 8 5
8 2 8 6
9 2 8 6
10 3 8 5
11 2 8 6
12 4 8 4
13 4 7 3
14 3 7 4
15 4 8 4
16 3 7 4
17 3 8 5
18 3 7 4
19 2 7 5
20 3 7 7
OVERALL MEAN 2.90 7.65 4.75
It can be seen from Table 1, the increasing mean from pre-test (2.90) to post-test (7.65). It
showed the results of pupils' understanding skill in answering the comprehension text before. It
used the test tool in the form of multiple-choice questions, using multimedia in the pre-test and
after using the multimedia in using the post-test. The mean difference, 4.750, means there is a
high increase in the score test after the intervention. Implemented on teaching reading
comprehension.
Table 2. Analysis of semi-structured interview
THEORETICAL FRAMEWORK
"Improving Students' Reading Comprehension Through Multimedia-Enhanced Instruction
Methods" integrates several educational theories that support the use of multimedia in
teaching and learning. This framework will guide the study by providing a basis for
understanding how multimedia tools can influence reading comprehension and engagement.
The key theories include:
C
Application to Multimedia
Instruction:
T • Reduced Extraneous
Load
T • Enhanced Learning
O • Schema Construction
S
Universal Design for Learning (UDL)
The theoretical framework integrates cognitive load theory, multimedia learning theory,
constructivist theory, engagement theory, and universal design for these learnings to provide a
holistic understanding of how instruction enhanced with multimedia can improve reading
comprehension. Integrating these theories, the rationale is provided for using multimedia tools
in managing cognitive load, enhancing engagement, promoting active learning, and
accommodating diverse learning needs.