Dampak strategi membaca digital, dialogis, dan tradisional terhadap keterampilan bahasa, pemahaman cerita, dan penalaran kausal: Studi komparatif The impact of digital, dialogic, and traditional reading strategies on language skills, story comprehension, and causal reasoning: A comparative study
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Abstract
The purpose of this study was to investigate the comparative impact of three strategies, namely digital reading, dialogic reading, and traditional reading, on students' receptive and expressive language skills, story comprehension, and causal reasoning abilities. A quasi-experimental method was used involving 252 students aged 7—11 years. The instruments used were assessments of language skills, story comprehension, and causal reasoning. Descriptive data analysis and the Wilcoxon signed-rank test were used in this study. The research findings showed that language skills (receptive and expressive), story comprehension, and causal reasoning in the dialogic reading group showed the most significant improvement compared to the digital reading and traditional reading groups. Improvements in receptive language skills were seen in the ability to listen to stories critically and use new vocabulary. Improvements in story comprehension skills were seen in the level of plot understanding. Causal reasoning skills were seen in the ability to analyze causality between events in the story. Improvements in all skills occurred because the dialogic scaffolding (open, semi-open, and prompting questions) encouraged students to continue thinking critically and actively express their ideas.
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Dewi, R. C. (2026). Dampak strategi membaca digital, dialogis, dan tradisional terhadap keterampilan bahasa, pemahaman cerita, dan penalaran kausal: Studi komparatif. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 9(1), 162-174. https://doi.org/10.30872/diglosia.v9i1.1533
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Lowien, N., & Thomas, D. P. (2025). Multimodal reading interpretation: Reading the world-reading the text. Australian Journal of Language and Literacy, 48(2), 141–160. https://doi.org/10.1007/s44020-025-00080-2
Mansour, N. (2024). Students’ and facilitators’ experiences with synchronous and asynchronous online dialogic discussions and e-facilitation in understanding the Nature of Science. Education and Information Technologies, 29(12), 14821–14845. https://doi.org/10.1007/s10639-024-12473-w
Mirasol, R. G. (2024). Exploring junior high school students’ critical reading strategies and reading performance. Cogent Education, 11(1), Article 2416814. https://doi.org/10.1080/2331186X.2024.2416814
Muhammadpour, M., & Khalili, M. (2024). The impact of an online hybrid reading intervention on the reading comprehension and strategy use of Iranian English for specific purposes students in relation to an evaluated researcher-made ESP textbook. Discover Education, 3, Article 162. https://doi.org/10.1007/s44217-024-00162-2
Nicholas, M., & Paatsch, L. (2024). The shared reading of digital storybooks with young children: Parents’ perspectives. Research Papers in Education, 39(4), 650–667. https://doi.org/10.1080/02671522.2023.2205411
Novo-Molinero, M. T., Morla-Folch, T., Esteller, L. J., Roldan, S. M., & Gonzalez, A. G. (2024). Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons. Humanities and Social Sciences Communications, 11(1), 1–9. https://doi.org/10.1057/s41599-024-02844-6
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Pratomo, N. W., & Yanti, P. G. (2025). Dampak strategi membaca generatif cerita fiksi berbasis platform sastra digital Noveltoon terhadap kreativitas mahasiswa. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(4), 911–922. https://doi.org/10.30872/diglosia.v8i4.1252
Rahmawati, M. (2020). Peranan keterampilan membaca pada proses. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 3(2), 197–210.
Rianto, A. (2021). Examining gender differences in reading strategies, reading skills, and English proficiency of EFL university students. Cogent Education, 8(1), Article 1993531. https://doi.org/10.1080/2331186X.2021.1993531
Ruiz-Eugenio, L., Munte-Pascual, A., Khalfaoui, A., & Serradell, O. (2023). Dialogic scientific gatherings with mothers and teachers from a primary school: Raising awareness about the impact of gender and education research. Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10.1057/s41599-023-02224-6
Senthilkumar, R., Berg, D. R., Tharunraj, M., Kumar, B. R., & Jayanthi, P. (2025). VR pages: Elevating book reading with immersive virtual reality. Virtual Reality, 29(4), 1–15. https://doi.org/10.1007/s10055-025-01139-8
Shafiee Rad, H. (2025). Reinforcing L2 reading comprehension through artificial intelligence intervention: Refining engagement to foster self-regulated learning. Smart Learning Environments, 12(1), Article 377. https://doi.org/10.1186/s40561-025-00377-2
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Tang, K. S., & Putra, G. B. S. (2025). Generative AI as a dialogic partner: Enhancing multiple perspectives, reasoning, and argumentation in science education with customized chatbots. Journal of Science Education and Technology. Advance online publication. https://doi.org/10.1007/s10956-025-10240-1
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Yu, J., Zhou, X., Yang, X., & Hu, J. (2022). Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language. Computer Assisted Language Learning, 35(1–2), 217–245. https://doi.org/10.1080/09588221.2021.2012200
Zhang, J., & Xu, C. (2024). A grounded theory-based model of information communication in cultural heritage digital reading on the social media from the perspective of the embodied theory. Heritage Science, 12(1), 1–13. https://doi.org/10.1186/s40494-024-01313-2
Zhu, T., Zhang, Y., & Irwin, D. (2024). Second and foreign language vocabulary learning through digital reading: A meta-analysis. Education and Information Technologies, 29(4), 4153–4179. https://doi.org/10.1007/s10639-023-11969-1
Alazemi, A. F. T. (2024). Formative assessment in artificial integrated instruction: Delving into the effects on reading comprehension progress, online academic enjoyment, personal best goals, and academic mindfulness. Language Testing in Asia, 14(1), Article 319. https://doi.org/10.1186/s40468-024-00319-8
Alharbi, H., Terlektsi, E., & Kossyvaki, L. (2025). Dialogic reading effect on communicative initiations and responses for children with autism: A systematic review. Review Journal of Autism and Developmental Disorders, 12(2), 342–362. https://doi.org/10.1007/s40489-023-00395-1
Alshehri, A., Abdulhaleem, E., & Khan, A. (2025). Exploring the role of language proficiency, gender, track specialization, and IELTS scores in Saudi EFL learners’ metacognitive reading strategies. Cogent Education, 12(1), Article 2497144. https://doi.org/10.1080/2331186X.2025.2497144
Amini, D., Anhari, M. H., & Ghasemzadeh, A. (2020). Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners. Cogent Education, 7(1), Article 1787018. https://doi.org/10.1080/2331186X.2020.1787018
Azevedo, B. De., Oliveira, D. A., Finger, I., Maria, L., & Tomitch, B. (2025). Working memory capacity as a predictor of text idea recall in multitasking L2 digital reading. Psicologia: Reflexão e Crítica, 38(2). https://doi.org/10.1186/s41155-025-00353-2
Bippert, K. (2019). Perceptions of technology, curriculum, and reading strategies in one middle school intervention program. RMLE Online, 42(3), 1–22. https://doi.org/10.1080/19404476.2019.1565600
Bouwer, R., & van der Veen, C. (2024). Write, talk and rewrite: The effectiveness of a dialogic writing intervention in upper elementary education. Reading and Writing, 37(6), 1435–1456. https://doi.org/10.1007/s11145-023-10474-8
Dijken, M. J. Van. (2025). The influence of regulatory skills on early literacy development during e-storybook reading [Doctoral dissertation].
Gildore, P. J. E., Aryanto, S., & Denatara, E. T. (2025). Effective reading intervention strategies for primary grade students in Indonesia: A systematic review. Cogent Education, 12(1), Article 2482470. https://doi.org/10.1080/2331186X.2025.2482470
Guevara, V. L. de S., Coêlho, R. F., & Flores, E. P. (2024). Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers. Psicologia: Reflexão e Crítica, 37(1), Article 283. https://doi.org/10.1186/s41155-023-00283-x
Han, F., & Chen, H. (2025). Does brain-computer interface-based mind reading threaten mental privacy? Ethical reflections from interviews with Chinese experts. BMC Medical Ethics, 26(1), Article 134. https://doi.org/10.1186/s12910-025-01229-x
Haverkamp, Y. E., & Bråten, I. (2024). The role of strategic backtracking when reading digital informational text for understanding. Literacy Research and Instruction, 63(2), 176–191. https://doi.org/10.1080/19388071.2022.2155271
Howie, M. A. (2025). The shaping of memory in Hilary Mantel’s personal narration: The benefits of a dialogic approach between memoir and paratext. Topoi. https://doi.org/10.1007/s11245-025-10266-5
Hu, J., & Hu, J. (2024). The influence of age at first regular digital device access on digital reading performance: The mediating effect of cognitive flexibility. Humanities and Social Sciences Communications, 11(1), Article 3292. https://doi.org/10.1057/s41599-024-03292-y
Hutchings, J., Owen, C., Jones, A. R., & Williams, M. E. (2025). ‘Books Together’, a dialogic book sharing programme: Adaptation and feasibility testing of online delivery. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01898-8
Kaygısız, Ç. (2025). Comparison of digital and printed text reading process. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-025-13668-5
Lin, Y., & Yu, Z. (2023). Extending technology acceptance model to higher-education students’ use of digital academic reading tools on computers. International Journal of Educational Technology in Higher Education, 20(1), Article 403. https://doi.org/10.1186/s41239-023-00403-8
Loredana, C., Alice, T., Lynne, M., Peter, C., Stefano, C., & Mauro, B. (2024). Early parent-child intervention with dialogic book-sharing: Effects on child communicative and socio-emotional development and on parenting. Study protocol for a multicentre randomised controlled trial in Italy. Trials, 25(1), 1–12. https://doi.org/10.1186/s13063-024-08232-4
Lowien, N., & Thomas, D. P. (2025). Multimodal reading interpretation: Reading the world-reading the text. Australian Journal of Language and Literacy, 48(2), 141–160. https://doi.org/10.1007/s44020-025-00080-2
Mansour, N. (2024). Students’ and facilitators’ experiences with synchronous and asynchronous online dialogic discussions and e-facilitation in understanding the Nature of Science. Education and Information Technologies, 29(12), 14821–14845. https://doi.org/10.1007/s10639-024-12473-w
Mirasol, R. G. (2024). Exploring junior high school students’ critical reading strategies and reading performance. Cogent Education, 11(1), Article 2416814. https://doi.org/10.1080/2331186X.2024.2416814
Muhammadpour, M., & Khalili, M. (2024). The impact of an online hybrid reading intervention on the reading comprehension and strategy use of Iranian English for specific purposes students in relation to an evaluated researcher-made ESP textbook. Discover Education, 3, Article 162. https://doi.org/10.1007/s44217-024-00162-2
Nicholas, M., & Paatsch, L. (2024). The shared reading of digital storybooks with young children: Parents’ perspectives. Research Papers in Education, 39(4), 650–667. https://doi.org/10.1080/02671522.2023.2205411
Novo-Molinero, M. T., Morla-Folch, T., Esteller, L. J., Roldan, S. M., & Gonzalez, A. G. (2024). Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons. Humanities and Social Sciences Communications, 11(1), 1–9. https://doi.org/10.1057/s41599-024-02844-6
Nshimbi, J. C., & Louleli, N. (2025). Exploring the use of digital technology in helping Zambian sixth graders to acquire reading comprehension [Master's thesis].
Pratomo, N. W., & Yanti, P. G. (2025). Dampak strategi membaca generatif cerita fiksi berbasis platform sastra digital Noveltoon terhadap kreativitas mahasiswa. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(4), 911–922. https://doi.org/10.30872/diglosia.v8i4.1252
Rahmawati, M. (2020). Peranan keterampilan membaca pada proses. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 3(2), 197–210.
Rianto, A. (2021). Examining gender differences in reading strategies, reading skills, and English proficiency of EFL university students. Cogent Education, 8(1), Article 1993531. https://doi.org/10.1080/2331186X.2021.1993531
Ruiz-Eugenio, L., Munte-Pascual, A., Khalfaoui, A., & Serradell, O. (2023). Dialogic scientific gatherings with mothers and teachers from a primary school: Raising awareness about the impact of gender and education research. Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10.1057/s41599-023-02224-6
Senthilkumar, R., Berg, D. R., Tharunraj, M., Kumar, B. R., & Jayanthi, P. (2025). VR pages: Elevating book reading with immersive virtual reality. Virtual Reality, 29(4), 1–15. https://doi.org/10.1007/s10055-025-01139-8
Shafiee Rad, H. (2025). Reinforcing L2 reading comprehension through artificial intelligence intervention: Refining engagement to foster self-regulated learning. Smart Learning Environments, 12(1), Article 377. https://doi.org/10.1186/s40561-025-00377-2
Solati, A., Amani, A., & Armat, M. R. (2024). Impact of learning environment on reading anxiety: A study of medical students in online and traditional settings. BMC Medical Education, 24(1), Article 651. https://doi.org/10.1186/s12909-024-06516-6
Tang, K. S., & Putra, G. B. S. (2025). Generative AI as a dialogic partner: Enhancing multiple perspectives, reasoning, and argumentation in science education with customized chatbots. Journal of Science Education and Technology. Advance online publication. https://doi.org/10.1007/s10956-025-10240-1
Walldén, R. (2022). Focusing on content or strategies? Enactment of reading strategies in discussions about science texts. Classroom Discourse, 13(4), 407–424. https://doi.org/10.1080/19463014.2021.2023598
Yu, J., Zhou, X., Yang, X., & Hu, J. (2022). Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language. Computer Assisted Language Learning, 35(1–2), 217–245. https://doi.org/10.1080/09588221.2021.2012200
Zhang, J., & Xu, C. (2024). A grounded theory-based model of information communication in cultural heritage digital reading on the social media from the perspective of the embodied theory. Heritage Science, 12(1), 1–13. https://doi.org/10.1186/s40494-024-01313-2
Zhu, T., Zhang, Y., & Irwin, D. (2024). Second and foreign language vocabulary learning through digital reading: A meta-analysis. Education and Information Technologies, 29(4), 4153–4179. https://doi.org/10.1007/s10639-023-11969-1