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Task-Based E-Learning on Students’ Cognitive Assonance and Reading Engagement in English Learning Process at Elementary Schools

IJoLE: International Journal of Language Education · Vol. 8 No. 2 (2024)

DOI
10.26858/ijole.v8i2.64115
ISSN
2548-8465, 2548-8457
Published
2024-06-28
Publisher
Universitas Negeri Makassar
Language
eng
License
creativecommons.org/

Abstract

AbstractElementary school students still need help learning English, resulting in low learning outcomes. The lack of learning facilities and the application of inappropriate learning models impact students' low motivation to learn English. Regarding this matter, this study aims to examine the effectiveness of task-based e-learning on students' cognitive dissonance and reading engagement in learning English at elementary schools. The study was designed in a Quasi-Experimental Design with a posttest-only control group design. The population of the study was 158 4th-grade elementary school students. A random sampling technique was used in this study with a sample size of 55 4th-grade elementary school students. A survey was used to collect the data. The instrument used to collect research data was a questionnaire sheet. Two-way ANOVA was used to test the hypothesis. The results of the study show a significant effect simultaneously and partially with a Sig. value < 0.05, task-based e-learning has an impact on students' cognitive dissonance and reading engagement in learning English at elementary schools. The study implies that applying task-based e-learning can make it easier for students to learn English, which impacts their cognitive dissonance and reading engagement.

Collaboration network of the authors

40 authors · 118 co-authorship links · 49 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Pendidikan Ganesha
  • Tamkang University
  • University of Malaya
  • Muhammadiyah University of Surakarta
  • Universitas Panji Sakti
  • University of New England
  • Muria Kudus University
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
I Nyoman JampelUniversitas Pendidikan Ganesha5
Rafiza Abdul RazakUniversity of Malaya5
I Gede Wahyu Suwela AntaraUniversitas Pendidikan Ganesha3
Naufal IshartonoMuhammadiyah University of Surakarta2
Gde ArtawanUniversitas Pendidikan Ganesha2
Kadek Andre Karisma DewantaraUniversitas Pendidikan Ganesha2
Maria Goreti Rini KristiantariUniversitas Pendidikan Ganesha2
Gede IndrawanUniversitas Pendidikan Ganesha1
Adi JufriansahAffiliation unknown1
I Gusti Ngurah PugerUniversitas Panji Sakti1
Jian-Bang DengTamkang University1
Made Pasek SugiartaUniversitas Pendidikan Ganesha1
Leonardo VélizUniversity of New England1
I Komang SudarmaUniversitas Pendidikan Ganesha1
Ni Wayan RatiUniversitas Pendidikan Ganesha1
Kadek Ari DwiarwatiUniversitas Pendidikan Ganesha1
Kadek Yogi Parta LesmanaUniversitas Pendidikan Ganesha1
I Nyoman Tri EsaputraUniversitas Pendidikan Ganesha1
C. ChiuTamkang University1
I Gede AstawanUniversitas Pendidikan Ganesha1
Fina FakhriyahMuria Kudus University1
I Gede MargunayasaUniversitas Pendidikan Ganesha1
Jianbang DengTamkang University1
Ni Ketut RapiUniversitas Pendidikan Ganesha1
I. W. SuastraUniversitas Pendidikan Ganesha1
Putu WidiariniUniversitas Pendidikan Ganesha1
I Gusti Ngurah PujawanUniversitas Pendidikan Ganesha1
Ni Nyoman RedianiUniversitas Pendidikan Ganesha1
Nazmi Nabila PutriUniversitas Pendidikan Ganesha1
T. D. HermayuniUniversitas Pendidikan Ganesha1
Gusti Ngurah Sastra AgustikaUniversitas Pendidikan Ganesha1
Fransiska Astri KusumastutiBinus University1
Desak Putu ParmitiUniversitas Pendidikan Ganesha1
F FahrurroziIslamic University of Riau1
Jörgen HellmanUniversity of Gothenburg1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ojs.unm.ac.id/ijole/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Task-Based E-Learning on Students’ Cognitive Assonance and Reading Engagement in English Learning Process at Elementary Schools</dc:title>
	<dc:creator>Sudatha, I Gde Wawan</dc:creator>
	<dc:creator>Jayanti, Luh Sri Surya Wisma</dc:creator>
	<dc:creator>Bayu, Gede Wira</dc:creator>
	<dc:creator>Widiana, I Wayan</dc:creator>
	<dc:creator>Halili, Siti Hajar Binti</dc:creator>
	<dc:subject xml:lang="en-US"></dc:subject>
	<dc:subject xml:lang="en-US"></dc:subject>
	<dc:subject xml:lang="en-US"></dc:subject>
	<dc:description xml:lang="en-US">AbstractElementary school students still need help learning English, resulting in low learning outcomes. The lack of learning facilities and the application of inappropriate learning models impact students' low motivation to learn English. Regarding this matter, this study aims to examine the effectiveness of task-based e-learning on students' cognitive dissonance and reading engagement in learning English at elementary schools. The study was designed in a Quasi-Experimental Design with a posttest-only control group design. The population of the study was 158 4th-grade elementary school students. A random sampling technique was used in this study with a sample size of 55 4th-grade elementary school students. A survey was used to collect the data. The instrument used to collect research data was a questionnaire sheet. Two-way ANOVA was used to test the hypothesis. The results of the study show a significant effect simultaneously and partially with a Sig. value &lt; 0.05, task-based e-learning has an impact on students' cognitive dissonance and reading engagement in learning English at elementary schools. The study implies that applying task-based e-learning can make it easier for students to learn English, which impacts their cognitive dissonance and reading engagement. </dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Makassar</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-06-28</dc:date>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://ojs.unm.ac.id/ijole/article/view/64115</dc:identifier>
	<dc:identifier>10.26858/ijole.v8i2.64115</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Language Education; Vol. 8, No. 2, 2024</dc:source>
	<dc:source>2548-8465</dc:source>
	<dc:source>2548-8457</dc:source>
	<dc:source>10.26858/ijole.v8i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://ojs.unm.ac.id/ijole/article/view/64115/27864</dc:relation>
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	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 International Journal of Language Education</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/</dc:rights>
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