A COMPARATIVE STUDY OF MOBILE-ASSISTED AND PAPER-BASED ANNOTATION ON READING COMPREHENSION OF INDONESIAN EFL LEARNERS

Abstract

This study aims to examine the effect of mobile-assisted annotation strategies on the reading comprehension of Indonesian EFL learners and to compare their effectiveness with traditional paper-based annotation strategies. Reading comprehension remains a persistent challenge among junior high school students, often caused by limited vocabulary mastery, low engagement, and the lack of effective reading strategies. Although annotation has been widely recognized as a useful approach to foster active reading, empirical studies comparing different annotation modalities, particularly within the Indonesian EFL context, are still limited. This research adopts a mixed-methods approach with an explanatory sequential design. The quantitative phase utilizes a quasi-experimental method involving two groups of students, each consisting of 30 participants. One group is exposed to mobile-assisted annotation, while the other group uses paper-based annotation. Data are collected through pre-tests and post-tests to assess students’ reading comprehension improvement. Statistical analyses are conducted to determine whether there are significant differences between the two groups. Following the quantitative phase, the qualitative phase is conducted to gain deeper insights into students’ experiences and perceptions regarding the use of both annotation strategies. Data are gathered through semi-structured interviews and analyzed using thematic analysis. This phase helps to explain and enrich the quantitative findings by highlighting students’ preferences, challenges, and engagement levels. The findings of this study are expected to contribute to the existing literature on reading strategies and mobile-assisted language learning. Ultimately, the study offers educators a practical roadmap for revitalizing reading pedagogy through the strategic integration of mobile technology.