Transforming Language Learning and Reading Engagement with Metacognitive-Based Trilingual Smartcards

Abstract

This study is motivated by the low language skills and reading engagement of fourth-grade elementary school students. The aim of this research is to develop trilingual smartcards in e-booklet format within metacognitive learning to enhance students' language skills and reading engagement. The study adopts the ADDIE model (Analyze, Design, Development, Implementation, Evaluation) as a systematic approach tailored to the students' needs and conditions. Data were collected through interviews with teachers and questionnaires for students. The developed media includes content validation (material, media, and instructional design), practicality analysis based on student responses, and effectiveness testing. The findings indicate that the trilingual smartcards in e-booklet format exhibit high content validity, with students' responses demonstrating the media's high practicality. The media was also proven to significantly improve students' language skills and reading engagement. The media's effectiveness was evidenced by statistical analysis, showing a significance value for language skills and reading engagement of <0.001 (criteria Sig. <0.05). These findings conclude that trilingual smartcards in e-booklet format are effective and relevant learning tools to support elementary school students' education.