Jul 2026· Jurnal Onoma Pendidikan Bahasa dan Sastra· Vol 12, pp. 1879-1895· 0 citations
TL;DR
The study concludes that three converging constraints linguistic limitation, institutional device restriction, and instructional absence collectively explain students’ critically underdeveloped digital reading, calling for explicit strategy-focused pedagogy embedded in everyday instruction.
Abstract
Prior research has largely assumed that exposure to digital environments naturally promotes critical literacy, yet empirical evidence from junior high school students in low-exposure, policy-constrained contexts remains scarce. This study therefore aims to explore the digital literacy practices and online reading strategies of EFL eighth-grade students when reading English texts through Google Classroom at SMP Negeri 2 Enrekang, a school enforcing a strict no-smartphone policy, in order to understand how institutional constraints shape students’ digital reading engagement. Employing a descriptive qualitative design grounded in the interpretivist paradigm, eight students were selected through purposive sampling. Data were collected via semi-structured interviews, open-ended questionnaires, classroom observation, a reading comprehension task, and documentation, then analyzed using Miles, Huberman, and Saldaña’s (2014) interactive model. Findings reveal that students’ digital literacy remained operational rather than critical, dominated by smartphone-based access, navigation difficulties, and heavy reliance on Google Translate. Online reading strategies were surface-level (skimming, scanning, translation-assisted rereading), while higher-order strategies particularly evaluating were rarely or never observed across any data source. Three reader profiles emerged: the Assisted Decoder, the Task-Oriented Navigator, and the Emerging Strategist. The study concludes that three converging constraints linguistic limitation, institutional device restriction, and instructional absence collectively explain students’ critically underdeveloped digital reading, calling for explicit strategy-focused pedagogy embedded in everyday instruction.
Critical thinking is an essential competence in language education because students are expected not only to understand texts but also to interpret information, evaluate arguments, identify assumptions, make inferences, and justify their opinions using textual evidence. However, reading instruction in many English as a foreign language classrooms still emphasizes literal comprehension, vocabulary translation, and answer-finding activities. This study aims to examine the effectiveness of reading-based literacy activities in developing students’ critical thinking and to explore how students experience critical reading tasks in secondary EFL classrooms. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, student interviews, reflective journals, and document analysis. The participants were 74 Grade VIII students divided into an experimental group and a control group. The experimental group received reading-based literacy activities involving prediction, questioning, evidence mapping, inference-making, argument evaluation, perspective comparison, and reflective response writing. The control group received conventional reading instruction. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that the experimental group achieved significantly higher critical thinking improvement than the control group. Qualitative findings revealed that reading-based literacy activities strengthened students’ ability to question texts, locate evidence, compare viewpoints, infer implicit meanings, and justify interpretations. The study concludes that reading-based literacy activities can develop students’ critical thinking when they are explicit, evidence-based, dialogic, and supported by reflective assessment.
Fitriani Fitriani, Fitriah Hayati· Sensei International Journal...· 0 citations
Persistent gaps in learners’ reading comprehension performance show the need to examine and strengthen instructional interventions in secondary classrooms. This study investigated the reading interventions implemented by teachers, the most frequently practiced strategies, students’ lived experiences of these interventions, the challenges encountered in implementation, and the development of a proposed activity to enhance practice. A mixed-methods design was employed, integrating descriptive quantitative analysis of questionnaire data with qualitative data from open-ended responses, interviews and scanned documents. Data were collected from Key Stage 3 English teachers and purposively selected learners across 47 public secondary schools in Nueva Vizcaya. Findings reveal that teachers implement a comprehensive and integrated set of interventions combining Comprehension Strategy Instruction (CSI), Foundational Reading Skills Instruction (FRSI), and Multicomponent Instruction (MI). Among these, strategies that are practical and immediately responsive to learners’ needs, such as questioning, context clues, inferencing, decoding, vocabulary-building, oral fluency, differentiated instruction, remediation, and the use of localized materials, are most frequently practiced. Students experience these interventions as active and progressive, demonstrating improvements in comprehension, fluency, vocabulary, and confidence, while also showing increased engagement and motivation to read. However, teachers encounter challenges related to time constraints, heavy workload, learner diversity, low motivation, foundational skill gaps, limited resources, inconsistent attendance, lack of parental support, and institutional demands. To sustain and enhance these practices, a division-level activity is proposed to institutionalize effective strategies, strengthen teacher competencies, and promote collaborative approaches to improving reading outcomes.
Karla Dolore Grapiza, Eilene Bugnay· International Journal of Edu...· 0 citations
Literacy-oriented classrooms require instructional practices that enable students to read critically, interpret information, negotiate meaning, construct arguments, and communicate ideas through written and oral responses. However, many literacy lessons remain teacher-centered and text-reproduction oriented, limiting students’ opportunities to question, investigate, collaborate, and solve authentic literacy problems. This study examined the implementation of Problem-Based Learning in literacy-oriented classrooms and investigated its effect on students’ critical reading and writing engagement. A mixed-method quasi-experimental embedded design was employed involving 96 senior high school students divided into an experimental group and a control group. The experimental group received literacy instruction through Problem-Based Learning, while the control group received conventional text-based instruction. Data were collected through literacy performance tests, classroom observation, student reflective journals, interviews, and learning artifacts. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain, and effect size. Qualitative data were analyzed thematically. The findings showed that students in the Problem-Based Learning classroom achieved significantly higher literacy performance than those in the conventional classroom. The strongest improvements occurred in problem identification, evidence-based reading, argument construction, and collaborative discussion. The study concludes that Problem-Based Learning can strengthen literacy-oriented classrooms when authentic problems, rich texts, inquiry scaffolds, collaborative tasks, and reflective writing are systematically integrated.
Syahrul Riza, Maidar Maidar· Sensei International Journal...· 0 citations
Reading motivation plays a crucial role in fostering students' engagement in reading activities and supporting long-term literacy development. However, some Indonesian junior high school students may experience low motivation to read in English because they have limited access to engaging materials and the predominance of intensive reading activities in class. This study examined changes in students’ reading motivation following a Digital Extensive Reading (DER) intervention using Let's Read Asia. The research used a one-group pretest-posttest design with 28 seventh-grade students from a rural public junior high school in North Kalimantan, Indonesia. Motivation was measured using an adapted Motivation for Reading Questionnaire (MRQ) with 12 items across four areas: Reading Efficacy, Curiosity, Involvement, and Persistence. The data were analyzed using descriptive statistics, a paired-samples t-test, and effect size calculations. The results showed a significant increase in students' reading motivation after the intervention. The average score rose from 35.61 (SD = 8.74) before the intervention to 40.64 (SD = 6.43) after the intervention. Statistical tests confirmed a significant difference between the two sets of scores (t = 10.41, p < .001).The intervention was also associated with a very large effect size (d = 1.97). All areas of motivation showed increases, with Reading Efficacy showing the largest increase. These preliminary findings suggest that using Digital Extensive Reading with Let's Read Asia may be associated with increased reading motivation for EFL students, especially in rural areas where English reading materials are limited. However, given the one-group pretest-posttest design without a control group, these results should be interpreted with caution, and further research with more rigorous designs is needed to confirm these preliminary findings.
S. Surianti, Anik Nunuk Wulyani, Francisca Maria Ivone· Borneo Educational Journal (...· 0 citations
This study examined first-year English Language Education students’ perspectives on utilizing short stories for vocabulary enrichment at a private university in Malang, Indonesia. Employing a descriptive qualitative design, the study involved 10 purposively selected participants characterized by limited initial vocabulary proficiency. Over a four-week period, the students read four flash fiction stories integrated with structured pre-reading, while-reading, and post-reading vocabulary activities. Data were collected through semi-structured interviews and analyzed thematically. The findings revealed four primary themes: predominantly positive perceptions, significant benefits for vocabulary acquisition, manageable linguistic and pedagogical challenges, and practical suggestions for instructional improvement. Participants viewed short stories as significantly more engaging and effective than traditional decontextualized word-list methods, noting that contextualized narrative exposure enhanced contextual retention and syntactic understanding. Although some participants encountered difficulties regarding complex vocabulary and time constraints, they considered these challenges surmountable. The study concludes that short stories offer a highly viable alternative for vocabulary development in English as a Foreign Language (EFL) settings, providing pedagogical recommendations for lecturers and directions for future research.
Siskayanti Siskayanti, Chindy Hanggara Rosa Indah, Ike Dian Puspita Sari· JOURNEY (Journal of English...· 0 citations
Developing effective writing proficiency continues to pose significant difficulties for EFL learners, often stemming from limited engagement, inadequate scaffolding, and traditional teacher-centered approaches. Thus, this present mixed-methods study explores how students perceive the restructured Interactive Dynamic Literacy Model (IDLM)-driven Problem-Based Learning (PBL) framework, scaffolded by graphic organizers, to cultivate interactive literacy and advance students’ writing development. Using a mixed-methods approach, data were systematically gathered over a four-week implementation involving 25 university EFL students through a validated Likert-scale questionnaire and semi-structured interviews. The quantitative findings showed generally favorable perceptions of the instructional model (overall M = 3.36), especially regarding the learning syntax, reaction principles, and the instructional impact. The scale’s reliability coefficient (Cronbach’s α = 0.625) falls within an acceptable range for instruments used in exploratory measures capturing multiple perception constructs. The thematic analysis of interview data further illuminated how the redesigned instructional model facilitated learning, supported students' cognitive engagement, idea generation, collaborative inquiry, and constructive use of feedback. Even so, the analysis also revealed persistent challenges, including group dynamics, inconsistent use of assessment tools, and limitations in the instructor’s ability to provide equitable real-time guidance. Integrating both data strands, the study demonstrates that the IDLM-based PBL framework with graphic organizer support fosters a supportive, engaging, and socially interactive environment that promotes writing development, while also revealing the need for differentiated scaffolding and adaptive instructional practices to address diverse learner needs. Implications for writing pedagogy, curriculum development, and avenues for further inquiry.
L. Supiatman, Sumarsih, A. Tambunan· International Journal of Edu...· 0 citations
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