Using Let's Read for Junior High School Students' Behavioral, Affective, and Social Engagement with English Narrative Texts Reading

Abstract

Reading is a critical skill for academic success and personal growth, yet many Indonesian students struggle with reading engagement and comprehension. Previous studies highlight various methods for teaching reading and the positive impact of digital tools on student engagement, but few studies focus on junior high classrooms in an Indonesian EFL context. This research aims to fill that gap by analyzing how Let's Read (a digital reading application) can or cannot enhance students’ learning engagement through behavioral, affective, and social dimensions. More specifically, this study investigates the strategies used by an English teacher to engage junior high school students with narrative texts using the Let's Read digital platform and explores students' views on this approach. Conducted at a private Junior High School in Central Java, Indonesia, this qualitative research involves classroom observations and semi-structured interviews with one eighth-grade teacher and six students in the school. The findings identify possible effective strategies used by the English teacher to engage junior high school students with Let's Read, enhancing both their behavioral and affective engagement through tutorial videos, discussions, and independent reading. While the findings provide valuable insights, the study's limitations suggest the need for broader research to explore long-term effects and the potential benefits of structured group or pair works in various educational contexts.