The Impact of Electronic Storybook and Print Picture Book on the Reading Comprehension of Undergraduates with Varying Levels of Critical Thinking

Information technology has changed many aspects of life, including how people consume
media and information using tablet PCs, iPads, cellphones, computers, internet access,
and electronic books. These advancements boost the capacity of teaching and learning
processes to fulfill the digital world's needs successfully. This study explored the impact
of introducing an electronic storybook in the experimental group and a print picture book.
The sample was drawn from two classes of 29 students each for the experimental and
control groups at a private university in West Java, Indonesia, using a factorial 2 x 2
quantitative research design. A questionnaire and a test were used as tools, and the data
was analyzed using a two-way ANOVA. The conclusions demonstrated a substantial
difference in the experimental and control groups' reading comprehension achievement.
In the Basic Reading Comprehension course, students with a high degree of critical
thinking outscored those with a low level of critical thinking. There was a link between
teaching media and students' critical thinking skills regarding undergraduate reading
comprehension ability. These findings also encourage teachers to employ electronic
storybooks to teach reading and help students build critical thinking skills. Texts and
technology are used to facilitate meaningful learning. More research and development
on various books and educational materials is recommended.
Keywords: electronic storybook, print picture book, students’ reading comprehension
achievement, critical thinking skill Level.