Page 998 - e Prosiding Serai 2021
P. 998

Seminar Penyelidikan dan Pertandingan Inovasi Peringkat Antarabangsa (Serai) 2021
                                                                                     21-22 September 2021

               Huang,  H.  (2018).  Computer  multimedia  aided  word  annotation  for  incidental  vocabulary
                     acquisition in english reading. Kuram ve Uygulamada Egitim Bilimleri, 18(6), 3417–3427.
                     https://doi.org/10.12738/estp.2018.6.248

               Kementerian Pendidikan Malaysia. (2016). Laporan Tahunan PPPM 2015. Kpm, XXXIII(2),
                     81–87.      http://www.americanbanker.com/issues/179_124/which-city-is-the-next-big-
                     fintech-hub-new-york-stakes-its-claim-1068345-
                     1.html%5Cnhttp://www.ncbi.nlm.nih.gov/pubmed/15003161%5Cnhttp://cid.oxfordjourn
                     als.org/lookup/doi/10.1093/cid/cir991%5Cnhttp://www.scielo

               Krahnke,  K.  J.,  &  Krashen,  S.  D.  (2004).  Principles  and  Practice  in  Second  Language
                     Acquisition. TESOL Quarterly. https://doi.org/10.2307/3586656

               Krashen,  Stephan.  (2004).  Free  Voluntary  reading:  New  Research,  Applications  and
                     Controversies.  ISSN  2502-3632  (Online)  ISSN  2356-0304  (Paper)  Jurnal  Online
                     Internasional & Nasional Vol. 7 No.1, Januari – Juni 2019 Universitas 17 Agustus 1945
                     Jakarta, 53(9). www.journal.uta45jakarta.ac.id
               Krashen, Stephen. (2017). The Case for Comprehensible Input. Language Magazine, July.
                     www.sdkrashen.com,
               Lee, H., & Mallinder, M. (2007). Role of Extensive Reading in EFL Vocabulary Development :
                     Review and Recommendation. The English Teacher, XL, 145–163.

               Lindgren, E., & Muñoz, C. (2013). The influence of exposure, parents, and linguistic distance
                     on young European learners’ foreign language comprehension. International Journal of
                     Multilingualism, 10(1), 105–129. https://doi.org/10.1080/14790718.2012.679275
               Liu,  X.,  Liu,  Y.,  &  Tu,  J.  F.  (2020).  Multimedia  technology  and  learner  autonomy:  An
                     experimental    study    for   asymmetric    effects.   Symmetry,     12(3),   1–11.
                     https://doi.org/10.3390/sym12030462

               Mansooji, H., Mohseni, A., & Ameri, A. (2020). Effects of Multimedia-Based Instruction on
                     Promoting            Reading             Motivation.          8(1),           75–95.
                     https://doi.org/10.30479/jmrels.2020.12400.1538

               Mayer, R. E. (2011). Applying the Science of Learning to Multimedia Instruction. In Psychology
                     of Learning and Motivation - Advances in Research and Theory (Vol. 55). Elsevier Inc.
                     https://doi.org/10.1016/B978-0-12-387691-1.00003-X
               Mayer, R. E., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction.
                     Learning and Instruction, 33, 12–18. https://doi.org/10.1016/j.learninstruc.2014.02.004

               Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Campbell,
                     J., Knight, A., & Zhang, H. (2009). Clickers in college classrooms: Fostering learning
                     with  questioning  methods  in  large  lecture  classes.  Contemporary  Educational
                     Psychology, 34(1), 51–57. https://doi.org/10.1016/j.cedpsych.2008.04.002

               Mermelstein,  A.  D.  (2014).  Improving  EFL  Learners’  Reading  Levels  through  Extensive
                     Reading. Reading Matrix: An International Online Journal, 14(2), 227–242.
               Muslem, A., & Abbas, M. (2017). The effectiveness of immersive multimedia learning with peer
                     support  on  english  speaking  and  reading  aloud.  International  Journal  of  Instruction,
                     10(1), 203–218. https://doi.org/10.12973/iji.2017.10113a

               Nation,  P.  (2015).  Principles  Guiding  Vocabulary  Learning  through  Extensive  Reading.
                     Reading in a Foreign Language, 27(1), 136–145.
               Orencia, M. A. R. (2018). The Effect of Using Multimedia Blurb on L2 Reading Comprehension
                     of Narrative Text. The Normal Lights, 12(1), 100–133.


               e-Prosiding Serai 2021/e-ISBN 978-967-19359-3-4                                                                                980
   993   994   995   996   997   998   999   1000   1001   1002   1003