Integrating E-Storybook and Print Picture Book in Project-Based Learning Model to Enhance Students’ Narrative Reading Comprehension with Different Learning Styles

This study aims to find out whether there is a significant difference between reading comprehension scores among students with different learning styles: visual, auditory, and kinaesthetic, of the second semester students of the English language education study program in a private university in Bandung Regency. This study used a quantitative method and a causal-comparative design. The instruments of this study included the learning style questionnaire and the reading comprehension test. Further, it used an independent sample t-test to analyze the data from the learning styles questionnaire and reading and reading comprehension scores. The findings of the results reveal that there was a significant difference between students’ reading comprehension scores based on their groups’ learning styles: visual, auditory, and kinaesthetic. The result shows that using e-storybooks in Project-Based Learning (PjBL) helped improve the reading comprehension of students with different learning styles: Visual, Auditory, and Kinesthetic. For Visual learners, the use of e-storybooks led to a significant improvement, with their average score increasing from 29.23 in the pre-test to 67.46 in the post-test. The use of print picture books in Project-Based Learning (PjBL) proved to be highly effective in improving the reading comprehension of students with different learning styles. For Visual learners, there was a significant improvement in reading comprehension, with the mean score increasing from 28.13 in the pre-test to 84.63 in the post-test